Lesson Observation as a Tool for Professional Development for Teachers in Public Day Secondary Schools in Kisii Central Sub-County, Kisii County, Kenya

Abstract

The objective of this study was to examine the utilization of lesson observation in promoting professional development for teachers in public day secondary schools in Kisii Central Sub-County, Kisii County, Kenya. A descriptive survey was conducted among 12 principals and 72 teachers drawn from 12 public day secondary schools in Kisii central sub-county through proportionate random sampling. Data were collected using teachers’ questionnaire and principals interview. The study found out that lesson observation was not aligned to teacher professional development and was only carried out to fulfil Teacher Service Commission requirement. Additionally, lesson observations were not conducted frequently as they were impeded by teachers who were not receptive to feedback while other teachers failed to prepare and present themselves for observation. Provision of feedback to teachers after lesson observation was inadequate as it was neither timely nor very useful to the majority of teachers who received feedback after observation. The study concluded that lesson observation is instrumental in teacher professional development, however, as it is conducted it may not yield much as it is marred by fear of the implications of lesson observer’s reports which may influence the decisions of the teachers’ employer regarding teachers’ professional growth. The study recommends that teachers service commission should sensitize principals and teachers on the essence of lesson observation in promoting teachers’ professional development. Teacher service commission should also appoint more Heads of Departments in order to promote efficacy in teacher professional development through lesson observation.