To What Extent Does Teacher Professional Development Predict Teacher Job Performance in Public Secondary Schools in Rongai Sub-County, Kenya?

ABSTRACT This study examined the influence of teacher professional development (TPD) on job performance in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. Anchored in Knowles’ Adult Learning Theory, the study employed a convergent mixed-methods design, targeting 48 administrators, 285 teachers, 300 students, and one Sub-County Director of Education. Stratified, purposive, and systematic sampling yielded 191 participants. Data collection involved questionnaires, interviews, and focus group discussions; instrument reliability was confirmed with Cronbach’s Alpha (α = .796). Quantitative data were analyzed using descriptive statistics and Pearson correlations, while qualitative data underwent thematic analysis. Results revealed low teacher participation in TPD (28%) but significant positive relationships between TPD and performance indicators: lesson preparation (r = .45, p = .002), clarity of explanations (r = .50, p = .001), and motivation (r = .40, p = .005). Students reported notable gains in classroom engagement (81%), while 69% of teachers perceived limited benefits, citing weak leadership support (81%), funding constraints (72%), and content irrelevance (68%). The study concludes that contextually relevant, sustained, and mentorship-driven TPD enhances teacher effectiveness and recommends localized models emphasizing peer coaching, administrative support, and NGO partnerships.  Keywords: Teacher professional development, job performance, mentorship, secondary education, Kenya