Contribution of in-service training for headteachers towards teachers’ performance in public primary schools in Kiambu East District, Kenya
Kabono, Rachel Nyambura
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The purpose of the study was to investigate the contribution of headteachers’ in-service training and its contribution to teachers’ performance in public primary schools in Kiambu East District, Kenya. Four research objectives guided that study. The first research objective sought to investigate the extent to which in-service training of headteachers contributes to the motivation of teachers in public primary schools in Kiambu East District; the second research objective aimed at determining how in-service training attended by headteachers promotes performance of teachers in public primary schools. Research question three sought to find out how often in-service training courses are offered to headteachers in public primary schools in Kiambu East District while research question four sought to establish how in-service training of headteachers influences promotion of teachers to take up responsibilities in their administrative positions in public primary schools. The study adopted descriptive survey design to investigate headteachers’ in-service training and its contribution to teachers’ performance in public primary schools in Kiambu East District. The sample was 5 headteachers, 74 teachers and 1 DQASO. Data were collected by use of questionnaires and analysed by use of qualitative and quantitative means. Findings revealed that majority 3 out of 5 headteachers indicated that they had been in- serviced on school administration. Majority 3 out of 5 headteachers revealed that there were no rewards for the best performing teacher. Headteachers further agreed that their in-service training has changed the attitude of teachers towards work and that through motivation teachers are largely resulting to better performance of students. The study also determined how in-service training attended by headteachers promotes performance of teachers in public primary schools. The study concluded that in-service training promoted efficiency and effectiveness in headship thus reducing the administrative problems associated with absenteeism, turnover and job restrictions among the teachers and that in- service training in the school improved teacher motivation. In-service training has assisted headteachers to motivate the teachers. Through in-service training they have acquired skills in human resource management. In-service training has changed the attitude of teachers towards work and that motivation of teachers is largely resulting to better performance of students. The study lastly concluded that in- service training is key in promoting teachers to take up responsibilities in administrative positions and that all headteachers should be in- serviced so that they promote teachers taking up administrative responsibilities in the schools. The study recommends that the Ministry of Education should come up with new relevant courses which are more meaningful to the headteachers with the current changes in the society and technology advancement. The Ministry of Education to come up with other mechanisms to enhance in-service training for headteachers and there is need to monitor the In-service training programme during implementation and evaluate the success of the programme. The researcher takes exception to the fact that the study was conducted in public primary schools in Kiambu East District yet the In-service training and its impact on teachers’ performance is a national one. The researcher therefore suggested that the study be conducted in a larger area, or in the whole of Kenya to determine the actual impact of In- service training among headteachers.