INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT ON LEARNER COMPETENCE ACQUISITION IN PUBLIC SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, THARAKA NITHI COUNTY, KENYA

Abstract

This study investigated how teacher professional development influences learner competence acquisition in public secondary schools in Meru South Sub-County, Tharaka Nithi County, Kenya. The specific objectives were to examine the influence of teacher workshop attendance, online learning, communities of learning, and peer mentoring on learner competence. The study was anchored on Baldwin and Ford’s (1988) Transfer of Training Theory, which explains how acquired skills are applied to enhance learner outcomes. A mixed methods approach was adopted using a convergent parallel design. From 38 public secondary schools, 12 were selected through stratified random sampling. The target population included 288 teachers, 1,272 Form Four students, 48 Heads of Department, and 12 principals. Stratified random sampling was used to select 168 teachers, while 144 Form Four students were selected purposively based on school exposure and diversity in gender, ability, and engagement. Principals were selected through purposive sampling based on their leadership roles, and 12 were automatically included from the sampled schools. Heads of Department were also selected purposively, with four representing key subject areas per school. Data were collected using questionnaires for teachers and HoDs, interview guides for principals, and focus group guides for students. Validity was ensured through expert review and pilot testing. Reliability was determined using test-retest procedures and Cronbach’s alpha (α=0.84) to confirm consistency and internal coherence of the instruments. Credibility of qualitative data was enhanced through triangulation, member checking, and peer debriefing. Ethical approval was obtained from NACOSTI, and informed consent and assent were secured. Findings showed that professional development positively influenced learners’ knowledge, skills, values, and attitudes. Notable improvements included concept clarity, factual recall, problem-solving, communication, engagement, and resilience. The study recommends inclusive, well-structured teacher development programs supported by clear policy and equitable resource access. Future research should explore how professional development shapes learners’ ethical reasoning and emotional growth, and how departmental structures influence instructional leadership and holistic learner outcomes.