The Influence of Strategic Teachers’ In-Service Training On Pupils’ Academic Achievement in Public Primary Schools

Abstract

Kenya a member state of United Nations aims at achieving inclusive and quality education which is among the most powerful and affirmed tool for sustainable development pursuant to vision 2030.  It is against this background that Teachers Service Commission was established to review the standards of education and training of persons entering the public service. However, concerns have been raised on how teachers’ in-service trainings influence pupils’ academic achievement in public primary schools. To address these concerns, this study was conducted to determine whether the strategic teachers’ in-service training offered by Teachers’ Service Commission (TSC) affect pupils’ academic performance. Descriptive survey research design was used with a target population of 195 persons comprising of 166 teachers and 29 head teachers in public primary schools in Merti sub-county. Using stratified sampling technique a sample of 150 respondents made up of 125 teachers and 25 head teachers was obtained. The main instruments for data collection were questionnaires and document analysis. Quantitative data was analyzed using descriptive statistics and inferential statistics while qualitative data was analyzed by organizing it thematically based on the objectives. The study established that TSC teachers’ in-service trainings did not enhance timely syllabus coverage but positively influence KCPE performance to a great extent. The study recommended that Ministry of Education through Teachers Service Commission should allocate sufficient funds to facilitate continual teachers’ in-service trainings. The head teachers should sensitize teachers on importance of attending in-service trainings to improve their pedagogical skills, content mastery and classroom management skill in line with innovative and hands-on pedagogical training requirements of the 21^st century.