Resources Allocation and Teachers' Professional Development in Kenya

Strategic resource allocation for teachers’ professional development is a crucial initiative in enhancing the quality in Kenya. The Teachers Service Commission (TSC) and Ministry of Education initiative to enhance teachers’ capacity through mentorship, coaching, and TPD modules training programmes remains poorly implemented and underfunded, hindering continuous capacity building for teachers. This paper investigates the relationship between resource allocation and quality of professional development programmes and examines how resource availability affects teachers’ involvement in continuous professional development activities. A descriptive survey design was utilised. The study population was 241 teachers, 91 school administrators, and 29 Subcounty directors of education who were sampled using simple random sampling to come up with a sample of 186 teachers and 28 school administrators, and 13 Subcounty Directors of Education from both rural and urban settings. Data was obtained using questionnaires. Quantitative data were analysed using inferential statistics (Pearson correlation and chi-square test). The findings were presented in the form of tables. Findings indicate a statistically significant positive correlation (r = 0.72, p < 0.01) between resource allocation and the quality of professional development programmes. In addition, the findings revealed that inadequate funding, insufficient time allocation, and a lack of sufficient ICT resources were common challenges to effective teachers’ professional development through mentorship, coaching, and capacity building workshops. Strategic resource allocation determines both the participation levels and the quality of teachers’ professional development in Kenya. Where resources are strategically and appropriately allocated, professional development is more structured and effective. The study recommends allocation of resources based on a needs assessment to ensure equitable support to schools in rural and marginalised areas where opportunities for professional development are often limited. The Ministry of Education, through the Teachers Service Commission (TSC), should set aside budgets to support participation of teachers in professional development by covering travel expenses and materials. Additionally, teachers should actively be consulted in the planning and decision-making process regarding the allocation of resources to ensure relevance and ownership.