Influence of principals' promotion of E-learning teacher training on the performance of teachers in public secondary schools in Migori County.

Abstract

Purpose: Promotion of e-learning has become a matter of priority for most stakeholders in the education sector. This study examined the influence of principals’ promotion of e-learning teacher training on the performance of teachers in public secondary schools in Migori County.

Methodology: The technology acceptance model was adopted for the study. A concurrent parallel mixed method design was used for the study. The study adopted a cross-sectional survey design. The target population was 122 public secondary schools, 122 principals, 300 teachers, and one sub-county Director of Education, Migori County. Systematic random sampling was used to select 12 out of 122 public secondary schools. Purposive sampling was used to include 12 principals of the selected schools and one sub-county Director of education. Stratified and simple random sampling was adopted to select 171 out of 300 teachers. Data collection tools included questionnaires and an in-depth interview guide. The study analyzed quantitative data using Statistical Package for Social Science (SPSS) Version 25. The researcher used Cronbach’s alpha to test the reliability of the tools. A score of 0.843 was attained which indicated that the tools were reliable. The study used descriptive statistics such as frequencies and percentages to summarize quantitative data and presented it in the form of tables. The study analyzed qualitative data by categorizing it and interpreting it in narrative form and through direct quotes.

Findings: The findings of the study revealed that e-learning promotional strategies employed by school principals including e-learning teacher training are not effectively implemented to enhance teachers’ performance in public secondary schools. Although e-learning programs can contribute to improved teacher performance, it was found that teachers feel unsupported in developing their digital skills.

Unique Contribution to Theory, Practice and policy: the study recommends that to enhance teachers' performance in using digital devices, principals should prioritize the establishment of targeted professional development programs that focus on digital literacy and instructional technology. They should organize regular training workshops and hands-on sessions to help teachers build their skills and confidence with digital tools. The study further recommended that the government, through the ministry of education, should implement a comprehensive policy that mandates regular, structured professional development programs focused on digital literacy. This would help to improve teachers' performance in using digital devices in teaching.