Influence of Professional Development of Mathematics Heads of Departments on Students’ Performance in Public Secondary Schools in Kenya

Abstract

This study explores the influence of professional development on Mathematics Heads of Departments (HoDs) and its impact on students' academic performance in public secondary schools in Kenya. Mathematics, being a core subject in the Kenyan education system, continues to record low performance in national examinations. The role of HoDs is crucial in providing instructional leadership, supporting teachers, and implementing effective teaching strategies. However, the relationship between professional development of these leaders and student outcomes remains underexplored. This study seeks to address this gap by examining the extent to which professional development programs are implemented for Mathematics HoDs, how these programs influence student performance, and the challenges HoDs face in accessing and implementing such opportunities. A desktop review of existing literature on professional development and its impact on educational leadership was used.
Preliminary findings suggested that while professional development programs for Mathematics HoDs exist, their implementation is inconsistent, particularly in rural areas. Furthermore, HoDs who receive targeted professional development are more effective in improving student performance through enhanced instructional leadership. The study concludes by recommending increased investment in continuous professional development for HoDs to improve mathematics outcomes in public secondary schools in Kenya. The findings are intended to inform policymakers and educational practitioners on strategies for enhancing school leadership and student achievement in mathematics.