To Establish the Influence of Teacher Professional Development on Academic Performance in Public Primary Schools in Nyaribari Masaba Constituency, Kisii County, Kenya

The three biggest challenges facing Kenya since independence are ignorance, illness, and poverty. The most crucial vehicle for eradicating ignorance is education. And for this to be realized teacher motivation is therefore a very important the key components that can be utilized to achieve educational goals in academic performance. Teachers’ lack of motivation may be linked to students’ subpar academic performance. The study’s objective was to establish the influence of teacher professional development on academic performance in public primary schools in Nyaribari Masaba Constituency, kisii County, Kenya. In order to realize this objective the study utilized ex-post facto research design. The study was guided by the attribution theory and affective events theory theories. A sample of 245 participants was chosen through simple random sampling from a target population of 845. Prior to the study, a pilot study was conducted to test the questionnaire’s validity and reliability and address any potential weaknesses and gaps. Data was collected by use of quantitative methods, Teachers Testing Questionnaire Instrument (TTQI) was therefore utilized to collect data. Primary data was collected through instruments which were self-administered. The Statistical Package for Social Sciences (SPSS v 24.0) software was utilized in the study to analyze the data collected. The results of the study were displayed in table format as percentages and frequencies. The findings of the study revealed that; teacher professional development had a positive impact on academic performance in public primary schools in Nyaribari Masaba Constituency, Kisii County, Kenya. In order to improve the academic performance of students in public primary schools in Kisii County. The study therefore recommends on the escalation of teacher motivation. In order to improve the academic performance of primary school students, it is hoped that schools will use the study’s findings to establish a supportive environment for teachers to develop better habits among learners and teachers. The findings of this study may be of help to the ministry of Education and other stakeholder’s specific educational interventions.