Factors influencing principals' perception of effectiveness of Kenya education management institute in-service programmes in Nairobi county, Kenya
Abstract
The purpose of the study was to investigate factors influencing principals'
perception of effectiveness of Kenya Education Management Institute in-service
programmes in Nairobi County, Kenya. The study sought to determine the
influence of principals' level of education, managerial experience, school
category and frequency of attendance to management training on principals'
perceptions of the effectiveness of Kenya Education Management Institute in service
training programmes in Nairobi County. Descriptive survey design was
employed in this study, with a target population of 60 public secondary schools
Nairobi County. There were 60 principals in Public Secondary School Nairobi
County and 20 KEMI trainers (MOE, 2013). This study employed descriptive
survey design and used questionnaires for principals and trainers in data
collection. Descriptive statistics was used to summarize quantitative data
collected from the questionnaire. The study revealed that principals, with low
level of education perceive in-service training as new platform to gain skills on
management. The study established that principal's learnt new methods of
management from attending in-service training programmes which positively
contributed to their management needs. The study established that principals'
from different school categories perceive the in-service training different. The
study revealed that Kenya Education Management Institute should make followups
to make sure that these head teachers are practising what they have learnt.
Principals should be encouraged to take personal responsibility and initiative in
preparing and developing themselves for school leadership. The study
recommends that there is need to make KEMI Diploma in Educational
Management a mandatory requirement for appointment and deployment as a
principal. The study recommends that an in-depth study should be done on
challenges facing implementation of Kenya Education Management Institute in service
programmes in Kenya. The study recommends that Principals should be
encouraged to take personal responsibility and initiative in preparing and
developing themselves for school leadership through self-study, reading literature,
attending seminars and workshops out of their own personal volition. KEMI
programmes should take longer than two weeks rather than the current exhaustive
training which is seen as crush programmes by participants. There is need for the
government to involve private sector in preparation and development of principals
for school leadership by allowing them to offer in-service courses for potential
principals and serving principals.
Citation
Master of Education in Educational AdministrationPublisher
u
Collections
- Faculty of Education (FEd) [5964]