The study evaluates the professional development programs for Heads of Departments (HODs) in Kenya and their impact on role performance in instructional supervision. The research methodology involved a comprehensive review of literature, including journal articles, books, and online sources, to explore the role of HODs in various educational contexts globally. The study highlights that HODs serve as a critical link between teachers and school leadership, with responsibilities that include curriculum supervision, resource management, and leadership in ICT integration. Findings from international studies indicate that professional development significantly enhances HODs' leadership skills, equipping them with the competencies necessary to adapt to evolving educational demands. In the United States, China, and African countries such as Tanzania and Uganda, professional development has been recognized as a key factor in improving HODs’ role performance. However, research suggests that in Africa, leadership in teaching remains relatively inadequate, emphasizing the need for further evaluation of professional development programs. This study aims to determine whether the existing professional development initiatives for HODs in Kenya are sufficient to enhance their effectiveness in schools. The findings will contribute to the broader discourse on improving school leadership and instructional supervision through targeted professional development programs.

Technology