| dc.description.abstract | The in-service of teachers aims to impart new pedagogical skills to teachers in
order to improve teaching and learning. It is in conformity with world-wide
consensus that improving quality of education depends on improving quality of
classroom practices. In education, effective governance promotes educational
standards leading to efficiency in service delivery and improved student
performance. The purpose of this study was to investigate the influence of
governance practices on the implementation of mathematics In-Service
Training (INSET) in Makueni County. The study sought to determine the
extent to which the District Planning Committee (DPC) selection of district
trainers, supervision of teachers, use of incentives, choice of training venue
and timing of in-service training during school holidays influences
implementation of mathematics in-service training. Roger’s Diffusion of
Innovations theory (DOI) guided the study as it emphasizes on what makes
new ideas and practices to be accepted and implemented. A descriptive survey
research design was used to carry out the study. The target population
consisted of the 192 mathematics teachers in the ‘Extra County’ category of
schools in Makueni County, the 16 mathematics district trainers, the eight
Quality Assurance and Standards Officers (DQASOs) and the four INSET
centre principals. A stratified sampling of schools in reference to
Strengthening of Mathematics and Science in Secondary Education (SMASSE)
districts followed by random sampling was used to select 16 schools, four from
each district. Four mathematics teachers with five and more years of service
were purposively sampled from the selected schools. Four DQASOs, one from
each district were sampled whereas all the four INSET centre principals were
included in the sample. Data was collected using questionnaires for teachers
(Appendix B), and trainers (Appendix C) and interviews for DQASOs
(Appendix D) and INSET centre principals (Appendix E). The research
instruments were piloted in two county schools. The questionnaires were then
subjected to analysis and a reliability index of 0.79 and 0.81 was obtained for
teachers and trainers respectively. The data was then analysed and presented in
frequency tables and percentages. Descriptive statistics were used to
summarise the findings. From the results, trainers selected were found to be
lacking in ICT skills as indicated by 63.93 percent 87.50 percent of teachers
and trainers respectively. Supervision of teachers during the INSET was
lacking. Majority of teachers (86.88%) and trainers (94.75%) said that
increase in supervision would improve implementation of INSET. Majority of
the teachers (90.17%) and all the trainers (100%) were of the opinion that
provision of training allowances could motivate teachers during the INSET.
Teachers should be accommodated outside the INSET centre as was supported
by 93.75 percent of the teachers and 96.72 percent of the trainers. Majority of
the teachers (86.89%), trainers (68.75%) and all DQASOs said INSET should
be conducted within the term to allow teachers attend professional courses and
personal matters over the holidays. The study made the conclusion that lack of
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supervision, lack of incentives; unsuitable accommodation and scheduling of
in-service during holidays have contributed to the instability reported during
INSETs. The study made recommendations that DQASOs should increase
supervision level. CEMASTEA should reconsider its policy and provide
training allowances to participating teachers. The study also suggested that
similar studies should conducted in a different county for comparative
purpose | en_US |
