Leadership Support: Enhancing Kenyan Junior School Teachers’ Pedagogical Content Knowledge in STEM Education

Abstract

All teachers require continuous professional development and support for effective teaching and learning. Many Kenyan Junior School teachers are novices, having been recently recruited, and therefore require support. This article presents findings from a study conducted by the Centre for Mathematics, Science and Technology (CEMASTEA) and Quality Assurance and Standards Officers (QASOs) in 20 counties in Kenya. The study examined the role of leadership-driven in enhancing junior school teachers’ Pedagogical Content Knowledge (PCK) in STEM education. Aspects of the lesson evaluated included learner engagement, use of resources, and assessment. Data were collected through pre-and post-lesson observation and group discussion. Findings show that leadership support significantly improved teachers’ use of resources, learner-centered pedagogy, and formative assessment practices. The study recommends institutionalizing school-based support mechanisms to ensure lasting impacts in STEM education.