FACTORS INFLUENCING TEACHERS' ENGAGEMENT IN ONLINE CONTINUING PROFESSIONAL DEVELOPMENT PROGRAMS IN KENYA

Abstract

The increasing adoption of digital learning platforms has transformed the delivery of Continuing Professional Development (CPD) for teachers worldwide. In Kenya, online CPD programs have emerged as an important mechanism for enhancing teachers’ professional knowledge, pedagogical competencies, and adaptability to evolving educational demands. Despite the growing availability of such programs, variations in teachers’ participation persist. This study examined teachers’ perceptions of key factors associated with participation in online CPD programs in Kenya, focusing on internet connectivity, accessibility of Information and Communication Technology (ICT) devices, and perceived career progression. The study employed a quantitative cross-sectional survey design and collected data from 151 teachers who had participated in online CPD programs. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, reliability analysis, correlation analysis, and comparative mean analysis. The findings indicate that teachers generally perceive internet connectivity, access to ICT devices, and opportunities for career progression as important factors associated with in participation in online CPD programs. Perceived career progression emerged as the highest-rated factor (M = 4.22), followed by internet connectivity (M = 3.92) and accessibility of ICT devices (M = 3.83). Correlation analysis further revealed positive relationships among the study variables, suggesting that technological access and professional growth considerations are closely associated within the context of online professional learning. The study concludes that effective participation in online CPD programs requires both enabling technological conditions and meaningful professional development opportunities. Efforts to strengthen internet access, expand access to ICT resources, and link CPD participation to clear professional growth and career advancement pathways are likely to increase teachers’ participation in online professional learning initiatives. The findings provide useful insights for policymakers, educational institutions, teacher employers, and professional development providers seeking to strengthen continuous teacher learning in Kenya.