An investigation into the challenges facing in-service training of secondary school teachers in Nairobi province
Abstract
The concern of quality teachers is becoming increasingly important with
most Kenyans becoming increasingly enlightened. It is no longer a matter
of having teachers in a school but the quality of teaching is important.
This is the more reason that parents reject some calibre of teachers if they
are not delivering.
With the new trends in education the teacher has to keep abreast with the
changes in the teaching methodologies and curriculum. The process of
development of Human resource is continuous.
Just like other organizations that are concerned with their staff
development the study was to investigate the challenges that face inservicing
of teachers as one method of staff development. The study
wanted to establish the difficulties encountered in-servicing of secondary
school teachers in Nairobi Province by not only the Ministry of 'Education
Science and Technology (MOEST) but also by the teachers and the school
managers. The study was also investigating whether there are any forms
of in-service for the teachers and the value the teachers attach to inservice
training.
Fifteen (15) schools and 317 teachers from these schools were selected for
study. Also targeted were education officers in various departments. The
director Kenya Education Staff Institute (KESI), the Provincial Inspector of
Schools (Nairobi) and the in-service Training (INSET) co-coordinator were
part of the study.
The schools were first organized according to divisions and then randomly
selected. The information from the teachers and the Provincial Inspector
of Schools (P.LS.) was obtained by use of a questionnaire whereas from
the director KESI and INSET co-coordinator was got through interview.
The information received was analyzed descriptively and simple descriptive
statistics involving percentages were employed. The data was then
presented in a descriptive form.
The study revealed that in-service training for secondary schools in Nairobi
Province is quite limited. Only 53.4% of teachers have been able to attend
in-service training. The study also revealed that among the challenges or
constraints hindering implementation of in-service training are lack of
funds, time, poor management and poor co-ordination. This study
concluded that the teachers are in need of in-service and the MOEST and
individual schools should be more serious in addressing the issue of inservice
amongst the secondary school teachers.
The researcher suggests that KESIshould be made a body corporate to coordinate
in-service of all cadres of education officers and teachers. The
INSET unit in the Ministry should be mandated to operate so as to be in a
position to co-ordinate.. monitor and evaluate the work carried out by all
INSET providers.
Further Research should be carried out to cover a wider area and a larger
sample in order to determine the constraints hindering effective provision
of in-service training to secondary school teachers. A needs analysis
should also be done to establish areas of emphasis when providing inservice
training.
Citation
M.ED (Educational Administration and Planning) Thesis 2003Sponsorhip
University of NairobiPublisher
College of Education and External Studies, University of Nairobi,
Description
Master of Education Thesis
Collections
- Faculty of Education (FEd) [5964]