AN ANALYSIS OF STRATEGIC ALIGNMENT OF GOALS’ EFFECT ON TEACHER PROFESSIONAL DEVELOPMENT IMPLEMENTATION IN KENYA

Abstract

This article utilized data collected from a wider PhD study conducted in Kenya in 2024. The main purpose of that study was to leverage strategic leadership in the implementation of Teacher Professional Development (TPD) in Kenya. This paper focuses on determining the effect of Strategic Alignment of Goals (SAGs) on implementation of TPD in the country using the survey questionnaires and interviews. An embedded mixed study design was used to collect and analyze quantitative and qualitative data. The data collected were analyzed using Statistical Package for the Social Sciences (SPSS) software and means, standard deviations, Pearson correlation and simple linear regressions were computed to determine the effect of SAGs on implementation of TPD. The findings indicated a significant positive effect of SAGs on implementation of TPD.  39.8 % variability in implementation of TPD can be explained by SAGs. Effects of SAGs explained a significant proportion of variation in implementation of TPD with, (t= 7.325, B=0.354, p=0.0001). An increase of 1 unit in the effects of SAGs leads to an increase in the implementation of TPD by 0.354 units. The results revealed that teachers enrolled for TPD to improve their teaching competencies and professionalism and the TPD curriculum fully aligns with their professional needs. In addition, teachers moderately supported offering TPD throughout one’s career and renewal of teaching licences. These findings contribute to understanding of the importance of SAGs in the implementation of TPD in the country. They inform policy makers to take deliberate steps to ensure goal alignment starting with involvement of teachers in conceptualization of the programme to achieve improved teacher competencies and professionalism which improves the quality of education and care for student wellbeing.