Factors that impact on use of education management information systems: a case study of Thika West district Kiambu county Kenya
Mugo, Peris Muthoni
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The central problem of this study is that despite the critical role expected to be played by Education Management Information Systems, in providing data that is crucial to planning for education, quality data from the schools to the district EMIS units is rarely achieved. The purpose of the study was to examine the factors that impact on data management using Management Information Systems by education administrators in public secondary schools in Thika West district, Kiambu County. The objectives of the study were to; assess the existing level of skills and competencies in data management of education administrators; their perception on the use of Education Management Information Systems; assess the availability and use of infrastructure that supports Education Management Information Systems; establish the role played by the Ministry of Education in facilitating data management and determine the challenges facing education administrators in using Education Management Information Systems in Thika West district. The study adopted a descriptive survey design. The study sampled 10 schools using stratified random sampling based on three mutually exclusive strata; national, provincial, and district. Random samples were drawn from each stratum and the sub samples were joined to form the complete stratified sample. The proportional allocation method was used to ensure each stratum contributed to the sample a number that is proportional to its size in the population. From the sample schools the head teacher and 4 heads of departments were selected, and in the district education office 4 officers in charge of data were selected using purposive sampling. Data was collected through self administered questionnaires and analyzed using quantitative methods. The main findings of the study were that education administrators possessed limited skills and competencies to use Management Information Systems, basic infrastructure to support MIS was inadequate in schools and the Ministry of Education played an insignificant role in providing computers to support EMIS. Based on these findings it is recommended that the Ministry of Education and stakeholders enhance training of education administrators to attain the necessary computer proficiency for efficient management of data and step up the provision of infrastructure to support the production of quality data for evidence based policy formulation.