Quality Assurance Mechanisms and Professional Development Activities of Teachers in Selected Secondary Schools in Ugunja District, Kenya

ABSTRACT The research determined the correlation between quality assurance mechanisms and teacher professional development activities in Ugunja district. The study sought to establish and recommend the kind of relationship that exists between quality assurance mechanisms and teacher professional development activities. It was a cross-sectional and descriptive correlation survey design. Purposive sampling procedure was used to sample out the schools. Data was collected in December, 2012.The statistical tool used was an adopted questionnaire based on the liker’s scale and analyzed using percentage distribution techniques, mean & standard deviation and Pearson’s correlation coefficient. The findings revealed that the head teachers and education officers demonstrated satisfactory effectiveness in their operations as quality assurance officers. The mechanisms were based on performance management practices, evaluation strategies and building of social capital. Professional development activities had a satisfactory impact on the teachers’ professionalism. The impacts of the existing programs rated fairly. Teachers demonstrated a high level need to participate in such activities while most teachers find the programs too expensive to afford. The study established that there is a significant relationship between quality assurance mechanisms and levels of professional development activities. The cost of learning poses a major hindrance to professional development. ICT skills in teaching exhibited the highest level of need. There is also need for skills in handling learners with special needs as well as those with behavior problems. Lack of support from the employer too was cited as a major hindrance. The study recommended that to strengthen quality assurance operations in our school open communication and feedback mechanism should be reinforced. Professional development should be a continuous activity and compulsory to all practicing teachers. The cost of professional development activities should be reduced to a level proportionate to teachers’ income. Induction, coaching and benchmarking must be included in schools formal programs as well as at the district level. Prerequisites based on qualification should not deter teachers from participating in professional development activities as those with low qualifications seem to have the highest level need.