Evaluating the Impact of Blended Learning on Continuous Professional Development (CPD) For School Leaders in Kenya

Abstract

This study examines how blended learning influences Continuous Professional Development (CPD) among school leaders in Kenya. Blended learning, which integrates traditional face-to-face instruction with online learning modalities, is highlighted for its potential to offer the flexibility, accessibility, and engagement necessary for effective professional development. By reviewing recent literature, the research evaluates how the characteristics of blended learning impact leadership skills, school management practices, and overall educational outcomes. The study identifies key advantages such as enhanced engagement, personalized learning experiences, and improved access to professional development opportunities. However, it also notes challenges, including limited access to technology, digital literacy issues and resistance at the institutional level. The study draws on successful strategies, such as those from the Effective School Leadership for Junior Schools (ESL4JS) program by Kenya Education Management Institute (KEMI), to offer recommendations for optimizing the use of blended learning for school leaders. The findings suggest that, when properly implemented, blended learning can significantly improve leadership skills and educational practices, ultimately leading to better learning outcomes.