Influence of Continuous Professional Development on Mental Health of School Leaders In Kenya

Abstract

Continuous Professional Development has emerged as a major policy concern within education systems worldwide, reflecting the recognition of the crucial role that ongoing professional learning plays in improving teaching quality. School leaders occupy demanding roles that require them to navigate complex challenges, including educational policy changes, resource constraints, personnel management, and community expectations which take a toll on their mental well-being. The research objective was to investigate the influence of participation in Continuous Professional Development activities on mental health among school leaders. A systematic review analysis approach was employed as it involves the systematic exploration and analysis of existing literature and data relevant to the topic. This approach was chosen due to its suitability for synthesizing a broad range of scholarly sources and empirical studies. Studies reviewed indicated a positive association between Continuous Professional Development participation and improved mental health outcomes among school leaders. It was evident that engaging in Continuous Professional Development activities, such as workshops, seminars, and training programs, is often associated with reduced levels of stress, burnout, and psychological distress, as well as increased feelings of job satisfaction, well-being, and resilience. The study recommended that the government should actively promote self-care practices among school leaders as part of CPD initiatives. This study concluded that further research efforts should be made to include diverse populations of school leaders, including those from diverse cultural backgrounds, geographic regions, and educational contexts.