School Organizational Innovative Indicators For Technical Universities And Institutes

This study aimed to construct the organizational innovation indicators of technical universities and institutes. This study held a group discussion and expert focus meeting and afterward, this study generalized seven facets of school organizational innovation: leadership innovation, administration innovation, student guidance and activity innovation, curriculum and instruction innovation, teacher professional development innovation, resource application innovation, and campus construction innovation. Then 25 criteria and 83 indices were developed.

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Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

Msingi Journal ◽

10.33886/mj.v4i1.176 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1-14

Author(s):

Damaris Kariuki ◽

Florence Itegi ◽

Norbert Ogeta

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Primary Schools ◽

Teaching And Learning ◽

Group Discussion ◽

Teacher Participation ◽

School Level ◽

Public And Private ◽

Service Training ◽

Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

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Unexplored Potential in Online In-Service Teacher Professional Development towards Teaching with Technology: Teacher Perceptions, Challenges and Spill-Over Effects in Kenya

RA Journal Of Applied Research ◽

10.47191/rajar/v7i12.21 ◽

2021 ◽

Vol 07 (12) ◽

Author(s):

Bernadette K. Kiarie ◽

Keyword(s):

Professional Development ◽

Teacher Perceptions ◽

Teacher Professional Development ◽

Group Discussion ◽

Training Intervention ◽

Containment Measures ◽

Teacher Professional ◽

Teacher Enhancement ◽

The Government ◽

Descriptive Survey

Online courses can provide a worthwhile alternative to on-site Teacher Professional Development (TPD) especially in developing countries such as Kenya. This study was based on a training intervention which helped teachers to cope with the sudden turn of events that came after the government closed schools as one of the COVID-19 containment measures. A private university in Kenya designed and launched an online in-service course to respond to the needs of teachers amidst the pandemic. The university’s Teacher Enhancement Programme (TEP) realized that the training proved to be a game changer for the group of teachers who participated. The online training intervention enabled the teachers to get in touch with learners who were otherwise inaccessible. This study is a descriptive survey with both quantitative and qualitative data from a post survey questionnaire and a focused group discussion. The outcomes of the study indicated that online teacher enhancement programmes are an uncharted potential option for TPD even though there were challenges. The training intervention boosted teacher confidence in using technology to teach, and encouraged them to venture and discover more technology-based teaching tools on their own. The training intervention also led to improved teacher performance in the employment of emergency remote teaching within their learning institutions.

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