Influence of Teacher Training Programs on Academic Performance in Bungoma West Sub-County, Kenya.

Quality of education was established based on learners’ performance. The Kenya Certificate of Primary Education general performance is an indicator of the quality of education offered in schools because it is a standardized instrument nationally and therefore a reliable measure. As such, this research involves determining how teacher-training programs influence academic performance in Bungoma West Sub-County, Kenya. The dominant Aspect of Cognitive Theory guided this research. The investigation employed a descriptive survey research design. The target population comprised 902 head teachers and teachers. Krejcie and Morgan's table was employed to get a sample size of 274 respondents who were selected using stratified sampling. Data collection instruments adopted were a five-point Likert scale questionnaire and interview schedules. The reliability of the instruments was determined through internal consistency where Cronbach's Alpha correlation coefficient of 0.7 and above was considered acceptable. Data were descriptively analyzed using frequencies and percentages and inferentially by Pearson's correlation analysis to measure the strength of each predictor. The study results indicated that teacher training programs (R2 = 0.524) had an illustrative influence over academic performance. Based on the study finding, the study concluded that teacher-training programs had a significant influence on academic performance in Bungoma West Sub-County. The study recommended that the public primary schools in Bungoma West Sub-County should define and adopt the required teacher training programs (efficacy, improved knowledge and skills) to enhance academic performance since this study found them to have a positive and significant influence on academic performance in public primary schools in Bungoma West Sub-County.