Influence of Teachers’ Professional Knowledge and Practice on Efficiency in Public Senior Schools in Nyeri County, Kenya

Abstract

This study examined the influence of Teachers’ Professional Knowledge and Practice on efficiency in Public Senior Schools in Nyeri County, Kenya. The study adopted a descriptive cross-sectional research design. The target population comprised 220 public senior schools, with 3,650 teachers. The study further selected 79 teachers using simple random sampling after proportionately stratifying schools by boys’, girls’, and mixed schools across the eight sub-counties. Teachers collected data using self-administered questionnaires. The study also obtained secondary data on KCSE performance for 2016–2025 to assess efficiency in terms of students’ academic performance. A pilot study was conducted in three Public Senior Schools in Kirinyaga County. Content and criterion validity were assessed, while reliability was established using Cronbach’s alpha. Quantitative data were analyzed using SPSS Version 27 through frequencies, percentages, and means, while Pearson’s correlation was used to examine the relationship between Teachers’ Professional Knowledge and Practice and Efficiency. Results were presented using tables. Teachers’ Professional knowledge and Practice were found to positively influence the efficiency of Public Senior Schools in Nyeri County. Teachers indicated that enhancing professional knowledge through ongoing professional development, better academic qualifications, and peer review helped them improve their efficiency in delivering lessons. Although respondents did not seem comfortable using pedagogical tests to evaluate teacher knowledge, they agreed that professional competency played an important role in improving school efficiency. Correlation analysis indicated a positive and significant association between Teachers’ Professional Knowledge and Practice and Efficiency. The study concluded that Teachers’ Professional Knowledge and Practice had a significant positive influence on Efficiency in Public Senior Schools in Nyeri County. Continuous improvement in teaching subject proficiency, academic qualifications, professional programs, and peer learning enhanced quality education, lesson planning, classroom management, and learners’ academic achievement. The study recommended that TSC provide regular subject-related training, workshops, and mentorship; principals encourage further qualifications and peer learning; and the Ministry of Education provide adequate funding for teacher professional development.