RUAHA CATHOLIC UNIVERSITY

This study investigated the barriers to teachers' participation in continuous professional development (TCPD) and their implications for the quality of teaching in public secondary schools. The study was guided by the Social Constructivist Theory and adopted a qualitative research approach using a case study design. Data were collected from three public secondary schools involving 12 participants, including three heads of schools and nine teachers, who were selected through purposive sampling. Semistructured interviews were used to collect data, and the data were analyzed thematically. The findings revealed that teachers face several barriers to participating in TCPD, including time constraints, heavy workload, financial limitations, lack of leadership support, policy-related challenges, and logistical issues. The study concludes that teachers' participation in TCPD is hindered by personal, institutional, and systemic barriers, which ultimately affect the quality of teaching. The study recommends that policymakers should review and revise existing policies to address teachers' workload and time constraints. School administrators should streamline approval processes and provide incentives to encourage teachers' participation in TCPD programmes. In addition, sufficient funding should be allocated to support continuous professional development programmes.

barriers, continuous professional development, public secondary schools, quality of teaching, teachers' participation