Economies in the world are becoming increasingly knowledge based and the need to have continued learning of individuals has become more necessary than ever before, raising the concern for employees and employers to ensure lifelong education. This research studies continuous professional development of teachers who are employees of Teachers Service Commission (TSC) in Kenya. The main objective of this study was to establish the factors which influence teachers’ active involvement in continuous professional development. The target population of this study comprised the county director TSC, district education officer (D.E.O) and the quality assurance and standards officer (DQASO) and 57 secondary school teachers in Trans Nzoia West district in Kenya making a sample size of 60. Questionnaires and interview schedule were used to collect data. The researcher used descriptive statistics and the results were presented in frequency distribution tables which the researcher used for interpretation. The findings from this study showed that few teachers were actively involved in continuous professional development in the district and that the work environment does not support teachers’ involvement in continuous professional development.
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