Abstract

Strategic resource allocation for teacher’s professional growth is a critical initiative in enhancing the education quality in Kenya. The Teachers Service Commission and Ministry of Education initiative to enhance teacher’s capacity through mentorship, coaching and Teacher Professional Development (TPD) modules training programmes remains poorly implemented and underfunded, hindering continuous capacity building for teachers. This paper’s objectives are to investigate the relationship between resources allocation and quality of professional development programmes and examine how resources availability affects teacher’s involvement in continuous professional development activities. A descriptive survey design was utilized. The population that was studied comprised 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, 28 school administrators, and 13 Sub county Directors of Education from both rural and urban settings. Data from teachers and school administrators was obtained using questionnaires, while interview guides were used to obtain data from Subcounty Directors. Qualitative data was thematically analyzed while quantitative data were analyzed based on the descriptive statistics and inferential statistics (Pearson correlation and chi-square test). The findings were presented in form of tables. In addition, the findings revealed that inadequate funding, insufficient time allocation, and 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 quality of teachers’ professional development in Kenya. Where resources are strategically and appropriately allocated, professional development is more structured and effective. The study recommends the allocation of resources based on a needs assessment to ensure equitable support to schools in rural and marginalized areas where opportunities for professional development are often limited. The Ministry of Education through the Teachers Service Commission should set aside budgets to support the participation of teachers in professional development by covering travel expenses and materials. Additionally, teachers should be actively consulted in planning and decision-making concerning the apportionment of resources to ensure relevance and ownership in their professional development journeys.