The Effect of Teacher Coaching on Pedagogical Competence in Public Secondary Schools in Kenya
Kennedy Amadi Omega *
Department of Educational Planning and Management, Kibabii University, Kenya.
Manasi Echaune
Department of Educational Planning and Management, Kibabii University, Kenya.
Tecla Kirwa
Department of Economics, Finance and Accounting, Kibabii University, Kenya.
*Author to whom correspondence should be addressed.
Abstract
Aims: To determine the effect of teacher coaching on pedagogical competence in public secondary schools in Kenya.
Study Design: The study used mixed methods research design, grounded in pragmatism philosophical approach.
Place and Duration of Study: The study was carried out in Public Secondary Schools in Kenya from December 2023 to December 2024.
Methodology: Target population was 105,234 teachers from 8,933 public secondary schools in 47 counties in Kenya. A sample size of 440 respondents comprising 72 Principals, 184 teacher mentors and 184 novice/teacher mentees. Data were collected using focused group discussion (FGD) and online questionnaires and analyzed qualitatively in themes as well as quantitatively using frequencies, means, standard deviations, Pearson correlation, ANOVA and simple linear regression analysis.
Results: The findings revealed that teacher coaching has statistically significant effect on pedagogical competence in public secondary schools in Kenya, (t= 7.325, B=0.000) p = .0001).
Conclusion: The results suggest that teacher coaching has a significant effect on pedagogical competence. An increase of 1 unit in effects of Teacher coaching leads to an increase in pedagogical competence by 0.095 units. Further it was found most teachers had a good understanding of teacher coaching and had participated in teacher coaching practices which influenced their strong pedagogical competence. It was also found that some schools had adequate teacher coaching programmes in place.
Keywords: Teacher coaching, pedagogical competence, public secondary schools, Kenya