Teacher professional knowledge application and service delivery in public secondary schools in Bungoma East Sub County, Kenya

Abstract

The purpose of this study is to determine the effect of teacher professional knowledge practice on teacher service delivery. The study was guided by Goal Setting Theory by Edwin Locke (1979) and adopted a descriptive research design. The study population of 1050 respondents comprising of three Curriculum Support Officers (CSO), 78 Principals, 80 Deputy principals and 870 teachers from public secondary schools in Bungoma East Sub County. The sample size was determined using Krejcie and Morgan formula for determining sample sizes where a sample size of 263 was achieved. The study employed purposive, stratified and random sampling techniques to draw the respondents. All the Curriculum Support Officers were used in the study. The researcher used questionnaires and interview guides to collect data. Quantitative data was analyzed using descriptive statistics and presented in tables. Qualitative data was analyzed as per themes and subthemes and described using quotations. The study established that there was little impact on teacher service delivery by preparation of lesson plans, use of teaching/learning aids in class, marking of learners’ exercise books, lesson observation and ratings by school managers in public secondary schools.