Mobile Devices and Applications in Professional Development of School Leaders In Kenya: Challenges and Potential Benefits

Abstract

School leaders in Kenya face significant challenges, such as limited resources, geographic isolation, and time constraints, which hinder their access to professional development. Traditional programs, typically involving in-person workshops, are insufficient to address these issues comprehensively. Mobile technology presents a unique opportunity to overcome these barriers, offering accessibility, flexibility, and personalized learning experiences. The review does not adhere to a strict systematic review design but rather follows an emergent format shaped by the nature and availability of the existing literature. To effectively integrate mobile technology into professional development programs for school leaders, significant investment in infrastructure is necessary. Reliable internet connectivity, access to mobile devices, and enhanced digital literacy are crucial prerequisites. Additionally, the development of contextually relevant and practically applicable content is essential to address the specific needs of school leaders in Kenya. Establishing professional learning communities and providing continuous support and mentorship through mobile platforms can further enhance professional development. The study concludes by emphasizing the importance of robust evaluation and feedback mechanisms to ensure the effectiveness of mobile-based professional development programs. Regular assessments and user feedback are necessary to refine and improve the quality of these initiatives. By addressing the identified challenges and leveraging the potential of mobile technology, Kenya can enhance the skills and knowledge of its school leaders, ultimately leading to improved educational outcomes and the successful realization of Vision 2030.