Operative utilization of policies guiding instructional skills is key in shaping ways in which teachers of Business studies incorporate varied methods of teaching, assessment of learning and integration of pedagogical resources for heightening learner academic achievement. Proper formulation and implementation of feasible policies guiding instructional skills possessed by teachers of Business studies tend to ensure even accommodation of learners during instruction process regardless of differences in learning preferences. This study pored over influence of policies directing teaching methods, assessment methods and pedagogical resources employed by teachers of Business studies in Kajiado county; Kenya. The study adopted Descriptive survey design and was informed by Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (CIPP) model. A total of 42 respondents from eleven secondary schools in Isinya sub- county were targeted during the study. Data was collected using questionnaires as the main collection tool and interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on instructional skills were significantly related to teacher competency. Informed by the findings, the study recommends that the Teachers Service Commission (TSC) and Ministry of Education (MoE) should formulate more policies that emphasis on instructional skills which lead teachers of Business studies to accommodate all learners during learning process. Further, the study recommends that the MoE should make teacher training in the country more practical by formulating policies that improve teaching practice period and training institutions to frequent micro teaching sessions, embracing diverse methods of teaching, assessment and guided choice of pedagogical resources.

Potent policies directing professional development for teachers of Business studies focus on skills and competencies which address specific needs of learners for high achievement. Professional development for teachers of Business studies has been a trending phenomenon in the education sector in Kenya for enhancing effective teaching and learning. Contemporary training prepares teachers of Business studies with appropriate competencies for equipping learners with skills and capabilities to thrive in a dynamic and interconnected world that joins and engages the sense of curiosity. In addition, teachers of Business studies receive updates on modern pedagogical skills through pre-service training and capacity building and job motivation through teacher promotion for raising productivity. Professional development for teachers is guided by feasible policies which act as control mechanism for enhancing discipline, order and accountability in the teaching profession. Thus, this study determined the influence of policies guiding professional development on teacher of Business studies competency in Kajiado county, Kenya. The study was premised on the Context evaluation, Input evaluation, Process evaluation and Product evaluation model. Anchored on a descriptive survey design, the study targeted a population of 42 respondents from eleven public secondary schools and education offices in Isinya sub-county; Kajiado county. Data was gathered from teachers of Business studies using questionnaires and from school principals and sub-county education officials using interview schedules. Data collected was coded and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross-tabulations. The study found that policies guiding the professional development of teachers of Business studies were significantly related to teacher competency. The study recommends the Teachers Service Commission (TSC) to formulate more feasible policies that guide professional development of teachers of Business studies through capacity building training, targeting contemporary issues surrounding Business studies and equipping teachers with practical skills critical for enhancing socio-economic development. Further, the study recommends the TSC to formulate attainable policies that guide and create morale of teachers of Business studies through continuous job promotion for high learner achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>