Teachers’ Professional Knowledge and Practice on Students’ Performance in Public Secondary Schools in Keiyo South Sub County, Kenya

Abstract

The study investigated Teachers' Professional Knowledge and Practice on the Students’ Performance in Public Secondary in Keiyo South Sub County Kenya in line with Teacher Performance Appraisal and Development. This was in the light of concern that secondary schools in the aforementioned sub-County had been posting low mean scores annually, and Teachers’ Professional Knowledge and Practice are key. The study was based on goal-setting theory. A causal-comparative research design was used. The target population included: all public secondary schools, teachers, and principals. To get the sample size, simple and stratified sampling techniques were employed. The research instruments used were: questionnaires, interview schedules, and document analysis. Experts were consulted to determine validity, and a test-retest was used for reliability. Data were analyzed using frequencies, percentages, mean scores, and standard deviations. To test the hypothesis, Pearson Product Moment of Correlation was used. The findings were that: somehow, TPAD had been implemented in the schools. In the Extra County category of schools, girls performed better academically. The mean scores of County girls' and boys' schools were very low. Teachers affirmed that they used, to a small extent, appropriate instructional methods such as group work, assignments, and discussion.