In-Service Training and Effectiveness of Head Teachers in Public Primary Schools in Shinyalu Division, Kenya

ABSTRACT 

The topic of this study is “In — service Training and Effectiveness of Head Teachers in public primary schools in Shinyalu Division, Kakamega county, Kenya”and it has the following Objectives: To investigate the level of in — service training of head teachers of public primary schools in Shinyalu Division, Kenya, to determine the level of effectiveness of head teachers of public primary schools in Shinyalu Division, Kenya, to establish the relationship between In — Service training and the level of effectiveness of head teachers in public primary schools in Shinyalu Division, Kenya. Methodology, the study used descriptive correlational design. The descriptive comparative was used to compare In-service training programmes attended and Head teachers’ effectiveness according to relevant variables. The targeted population for the study was 343 teachers from the three zones and a total of 56 head teachers of public primary schools. The sample size was determined using Sloven’s formula for teachers and head teachers. The sample size of 200 respondents was selected. The sample size was determined using Sloven’s formula for teachers and head teachers. Correlation and regression analysis were applied in determining the relationship between the level of in — service training and effectiveness of Head teachers of public primary schools in Shinyalu Division, Kenya Findings, this study was set to find out the relationship between In-service training for Head teachers and Effectiveness of Head teachers of public primary Schools in Shinyalu Division-Kenya. It was guided by three specific Data analysis using means which showed that the level of In-service training for Head teachers was rated high and this was indicated by the overall mean (mean = 2.67) and this implies that on overall In-service training for Head teachers was highly advantageous to both Head teachers and Teachers of public primary Schools in Shinyalu Division-Kenya. This is shown by the fact that the sig. value was less than the maximum sig. value of 0.05 considered in social sciences. Conclusion, the researcher concluded that the level of In — service training of Head teachers is generally high, which indicated that Head teachers usually fulfill their responsibilities assigned to them. On aspect like; Your Head teacher Identifies challenges facing Teachers and deals with them appropriately this was very high. Weaknesses on aspects like; I did not have the pre-requisites e.g. qualifications, experience, and seniority was rated low which means that some Head teachers do not have the requirements of being Head teachers. A strong positive significant relationship between the level of In-service training for Head teachers and Effectiveness of Head teachers of public primary Schools in Shinyalu Division-Kenya, since the sig. value (0.000) was less than 0.05, which is the maximum level of significance required to declare a significant relationship. This implies that better In-service training for Head teachers improves effectiveness of Head teachers. Therefore basing on these results the stated null hypothesis was rejected and a conclusion is made that better In-service training for Head teachers, enhances effectiveness of Head teachers. Recommendations, the researcher made the following recommendations, from the findings and the conclusions of the study, the researcher recommends that there is need to encourage Head teachers to directly involve themselves in the In-service training programmes organized for them. Head teachers should share their experience and knowledge with their teachers hence succeeding in their work. Head teachers should ensure quality working relationship between them and their Teachers hence improving on their effectiveness. Headt eachers should enroll for in service training programmes to further their education to meet the minimum requirement of having a bachelor’s degree.

TABLE OF CONTENT

DECLARATION

APPROVAL ii

DEDICATION

ACKNOWLEDGEMENT iv

TABLE OF CONTENT v

ABSTRACT ix

CHAPTER ONE: INTRODUCTION 1

Li Background 1

Li Historical Perspective 1

1.2 Theoretical perspective 3

1.3 Conceptual perspective 4

1.4 Contextual Perspective 5

1.5 Statement of the problem 6

1.6 Purpose of the study 7

1.7 Objective: 7

1.8 Research questions 8

1.9 Hypothesis 8

1.10 Scope 8

1.11 Significance of the study 9

Operational definitions of key terms 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE 11

2.0 Introduction ii

2.1 Theoretical Review ii

2.2 Conceptual Framework 15

2.3 Related literature 16

CHAPTER THREE: METHODOLOGY 35

3.0 IntroductIon 35

3.1 Research desIgn 35

3.2 Target population 35

3.4 Sample sIze 35

3.5 Sampling procedures 36

3.6 Research instruments 37

3.7 ValidIty and reliability of Instrument 38

3.7.1 Validity 38

3.7.2 ReliabIlity 38

3.8 Data Gathering Procedures 40

3.9 Data analysis 40

3.10 Ethical considerations 41

3.11 Limitations of the study 42

CHAPTER FOUR 43

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS 43

4.0 Introduction 43

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDAflON556

5.1 Introduction 56

5.2 DiscussIon 56

5.2 Conclusions 58

5.3 Recommendations 59

REFERENCES 62

APPENDIX I 67

TRANSMITTAL LETTER 67

APPENDIX II 68

INFORMED CONSENT 68

APPENDIX III 69

PERMITAL LETTER FROM EDUCATION OFFICE 69

APPENDIX IV 70

CLEARANCE FROM ETHICS COMMi i i 1± 70

APPENDIX V 71

INFORMED CONSENT 71

APPENDIX VI 72

A. RESEARCH INSTRUMENT - QUESTIONNAIRE 72

RESEARCH INSTRUMENT 72

APPENDIX VII 77

SHINYALU DIVISION, KCPE RESULTS FOR 5 CONSECUTIVE YEARS (2007-2011) 77

APPENDIX VIII 78

FORMULAE 78

APPENDIX IX 79

CURRICULUM VITAE (C.V.) 79