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.