The purpose of this study was to assess the effect of School Based Learning Programmes on teachers’ effectiveness in Molo Subcounty. School Based Learning Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively.
This study was guided by five main objectives: To determine the effect of School Based Learning Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents.
Table of Contents
Background of the Study
Statement of the Problem
Purpose of the Study
Objectives of the Study
Research Questions
Research Hypothesis
Significance of the Study
Theoretical framework
Conceptual framework
Education Level of the Respondents
Effects of SBLP on Teachers’ Planning For Instruction
Effects of SBLP on Teachers’ Lesson Content Delivery
Summary of the results findings
Effects of SBLP on teachers’ planning for instruction
Effects of SBLP on teachers’ lesson content delivery
Conclusions
Recommendations
Research Objectives and Themes
This study aims to assess the influence of School Based Learning Programmes (SBLP) on the professional effectiveness of teachers in secondary schools within Molo Sub-County, focusing on instructional planning and content delivery.
- Instructional planning and preparation practices
- Lesson content delivery and teaching methodologies
- Development of student-teacher relationships
- Effective utilization of teaching-learning resources
- Correlation between continuous professional development and teacher performance
Excerpt from the Book
Background of the Study
School Based Learning Programme (SBLP) enables teachers to acquire new concepts and models of overcoming emerging challenges of imparting knowledge to the present generation. Wenger, McDermott and Synder (2002) stress teachers’ learning and practice are like two sides of the same coin, where learning is the engine of practice, and practice is the history of that learning. Ideally, improvement of practice must take place in the work place with competence development forming part of a continuous learning process within the organization environment.
Teachers and the quality of their teaching are now widely recognised as the most critical of the many important factors that combine, to create overall quality of education (Darling, 2005). This is because school based teacher professional development programmes plays an important in developing, supporting and maintaining the quality of the teacher as a means to effective education.
Stielau (2007) assumes a broader approach than vertical learning, addressing a cross-section of knowledge and blending information from different fields to achieve new levels of understanding. This process enables teachers to work and learn together, by tackling real issues and reflecting on their actions in a way that allows them to acquire knowledge, through real actions and practice in learning rather than through traditional instructions.
Summary of Chapters
Background of the Study: Discusses the rationale for professional development in teaching and the evolution of distance learning programmes in Kenya.
Statement of the Problem: Explains the lack of empirical evidence regarding the effectiveness of SBLP on teaching quality in Molo Sub-County.
Purpose of the Study: Defines the core aim of examining the impact of SBLP on teacher effectiveness.
Objectives of the Study: Outlines the specific goals regarding instructional planning and content delivery.
Research Questions: Lists the specific inquiries used to guide the investigation.
Research Hypothesis: Presents the null hypothesis concerning the relationship between SBLP and teacher effectiveness.
Significance of the Study: Highlights the potential benefits for policy makers, educators, and the Ministry of Education.
Theoretical framework: Details the application of Lezotte's Correlates of Effective Schools model.
Conceptual framework: Illustrates the relationship between independent, intervening, and dependent variables.
Education Level of the Respondents: Analyzes the academic qualifications of the participating teachers.
Effects of SBLP on Teachers’ Planning For Instruction: Presents data showing how SBLP influences preparation for schemes of work and lesson planning.
Effects of SBLP on Teachers’ Lesson Content Delivery: Examines how SBLP impacts teaching methods and student interaction.
Summary of the results findings: Synthesizes the quantitative data and correlation results.
Conclusions: Provides final evidence-based deductions on the impact of SBLP.
Recommendations: Suggests practical policy and administrative improvements for teacher training.
Keywords
School Based Learning Programme, Teacher Effectiveness, Instructional Planning, Lesson Content Delivery, Professional Development, Molo Sub-County, Teacher Quality, Educational Administration, Student-Teacher Relationship, Teaching Resources, Effective Schools Model, Kenya, In-service Training, Curriculum Delivery.
Frequently Asked Questions
What is the core focus of this research study?
The study focuses on evaluating how School Based Learning Programmes (SBLP) affect the overall effectiveness of teachers in secondary schools, specifically in Molo Sub-County, Kenya.
What are the primary themes addressed in the work?
The main themes include teacher instructional planning, lesson delivery methods, student-teacher relationships, and the effective use of learning resources.
What is the primary objective of this study?
The primary objective is to determine if participating in School Based Learning Programmes leads to measurable improvements in how teachers plan instructions and deliver content to their students.
Which research methodology was employed?
The study utilized a mixed-methods approach, incorporating both quantitative and qualitative data collection through descriptive survey and ex-post facto research designs.
What does the main body of the paper cover?
The main body examines the theoretical underpinnings of school effectiveness, provides a demographic profile of respondents, and analyzes the empirical data collected regarding teacher planning and instructional delivery.
Which keywords characterize this research?
Key terms include School Based Learning Programme, Teacher Effectiveness, Instructional Planning, Lesson Content Delivery, and Professional Development.
How does SBLP influence a teacher's lesson planning?
The findings indicate that SBLP enhances a teacher's ability to create schemes of work, prepare lesson plans, and align their teaching content with national syllabi such as KICD and KNEC.
What specific improvements in lesson delivery were noted after SBLP?
Teachers reported an increased tendency to use student-centered learning, improved ability to recap main points in conclusions, and a greater emphasis on relating lesson content to real-life experiences.
Does the study suggest a link between teacher training and student outcomes?
Yes, the study concludes that improved teacher training through SBLP predicts better instructional planning and content delivery, which are essential factors in enhancing student academic performance.
What are the practical recommendations for stakeholders?
The study recommends that principals should implement incentive mechanisms for teacher training, and that the Commission of Higher Education should reform assessment strategies to move away from rote learning.
- Quote paper
- Dr. Joshua Gichaba Manduku (Author), Sally Cherono (Author), Jane Chrichir (Author), 2017, School Based Learning Programmes And Their Implications On Teacher Quality In Molo Sub-County In Kenya, Munich, GRIN Verlag, https://www.grin.com/document/366608
