Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.
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