Assessment of Professional Development among Teachers of Agriculture and Performance in Public Secondary Schools in Nyamira County, Kenya

Abstract

In the Kenyan economy, Agriculture plays a key role in the promotion of social, economic and cultural development. The study of Agriculture subject in the secondary school curriculum is very important so as to produce graduates, especially teachers of Agriculture, with the requisite skills and positive attitudes to engage in agricultural practices. However, Agriculture has been made optional in the secondary school curriculum and thus, few learners opt to pursue it. Thus, this study sought to assess professional development among teachers of Agriculture performance within public secondary schools in Nyamira County. The study sought to identify the professional development needs of teachers of Agriculture, find out content areas where teachers of Agriculture require professional development, investigate factors that determine the professional development of teachers of Agriculture and propose guidelines for the professional development of teachers of agriculture. An exploratory research design was used in targeting teachers of Agriculture, Principals and Quality Assurance and Standards officers in Nyamira County. The study targeted a total of 167 public secondary schools with 210 teachers of Agriculture. Random sampling was utilized to sample fifty public secondary schools for the study. Simple random sampling was used to sample teachers of Agriculture and school principals, while purposive sampling was used to sample education officers. The questionnaires were administered to a total of 136 teachers of Agriculture, while an interview schedule was administered on fifty Principals and five Quality Assurance and Standards officers for collection of primary data. The data collected was subjected to both descriptive and inferential analysis and presented using frequencies, percentages, tables and figures. The study found that there were unmet professional development needs for teachers of Agriculture. The study revealed that most schools did not have systems or processes in place for systematic professional development of teachers of Agriculture and did not facilitate implementation of the new instructional practises covered in seminars/ workshops. There were competence areas in leadership, knowledge of subject matter, educational practice-based research and teaching in a multicultural setting that teachers of Agriculture needed professional development. The study also established that teachers of Agriculture did not adhere to the approved curriculum and the use of a variety of teaching/ learning methods in Agriculture. Most teachers of Agriculture did not embrace modern technology in the teaching of Agriculture subject and besides, they did not engage adequately in research and extension in order to remain updated. The study also found that recognition of professional development attained by teachers, provision of sufficient resources and making efficient government policies are the key professional development challenges affecting the teaching and learning of agriculture in secondary public schools and provide a platform for further research work. From the needs identified and findings of the study, guidelines for the professional development of teachers of Agriculture were developed. There were professional development needs of teachers of Agriculture and stakeholders should allow teachers to participate in those professional development programmes.