Influence of Staff Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Primary education in Boro Division, Siaya Sub-County, Kenya

Teachers are the pillars that support the interpretation of education policies which give bearings to the implementation of curriculum, through well-coordinated instructional programmes and assessment of learning outcomes. Thus the importance of their qualifications and motivation cannot be over emphasized. The government of Kenya organizes staff development programmes for teachers in Public Primary Schools in Boro Division, Siaya Sub-County. However, the performance of learners at K.C.P.E. has been very low over the years. The purpose of this study was to explore the influence of staff development of teachers on learners’ academic performance in K.C.P.E in Boro Division in Siaya sub-county, Kenya. The objectives of the study were to; find out the influence of in-service courses of teachers on learners’ academic performance, assess the influence of further studies of teachers on learners’ academic performance, describe the influence of promotion of teachers to higher job groups on learners’ academic performance and explore the influence of promotion of teachers to leadership positions on learners’ academic performance. Victor Vroom’s (1964) Expectancy Theory guided the study. The study population was composed of 160 teachers, 39 head teachers and 39 deputy head teachers. The study sample constituted of 48 teachers, 12 head teachers and 12 deputy head teachers chosen through stratified random sampling. Descriptive survey research design was used in the study. Reliability of the instruments was determined by using test-retest method of Pearson product moment coefficient r, whereby a coefficient of 0.7 was found and considered reliable. Validity of the instruments was determined by two experts in the department of curriculum and education management. Questionnaires, In-depth interviews and Documentary analysis were used to collect data for the study. Quantitative data were analyzed by using Scientific Package for Social Sciences (SPSS) version 20 to produce descriptive statistics such as frequencies and percentages, while qualitative data were analyzed thematically. On the concern of influence of in-service courses of teachers on learners’ academic performance, the study found out that teachers learn new contents in respective subjects and are enabled to plan lessons as per learner needs, Regarding influence of further studies of teachers on learners’ academic performance, the study found out that teachers learn practical teaching approaches however, majority of teachers do not use them in class due to mismatch between what they learnt and what is taught in schools. Additionally, on influence of promotion of teachers to higher job groups on learners’ academic performance, the study revealed that it has not earned much in class work because many teachers were promoted on the basis of further studies and not on basis of performance. Concerning, influence of promotion of teachers to leadership on learners’ academic performance, the study found out that it enable them to add effort at work and increases their status and ability to influence stakeholders input in the schools. The study recommended that in-service courses of teachers should be organizedregularly and facilitated by competent personnel; clear policy on further studies should be developed to guide on subjects to be learnt, teachers with higher qualifications should be identified and used in areas such as curriculum development and administration consultants to motivate them, appointment to leadership should be based on teachers who have acquired specific training in line with school administration. A study on influence of pre-service teacher training on learners’ academic performance, influence of teachers’ performance appraisal on learners’ academic performance and influence of head teachers’ performance contracting on learners’ academic performance would broaden the understanding of the current problem.