Effectiveness of the Kenya education staff institute trained headteachers on management of puplic secondary schools: a case of Kitui District, Kenya
Muli, Elijah Munyasia
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Despite the efforts to improve secondary school management through KESI training, there seemed to be some unresolved administrative challenges even after headteachers had attended KESI training. Their experiences include student unrests, drug abuse, financial misappropriation, cheating in examination and poor performance in national examination to mention but a few. The purpose of the study was to evaluate the effectiveness of KESI trained headteachers in executing their responsibilities in secondary school management. This study adopted a descriptive survey research design. There were 49 secondary schools in Kitui District. In 41 public secondary schools the headteachers had trained with KESI. The study targeted 297 subjects (the 41 headteachers and 256 teachers in the 41 public secondary schools in the district). Simple random sampling was used to select one teacher in each of the 40 selected schools and all headteachers in the 40 public secondary schools with an exception of the pilot school were included in the sample. Therefore, the sample was a total of 80 respondents (40 KESI trained headteachers and 40 teachers). Data collection was carried out by use of questionnaires only. The research instruments were piloted in one of the public secondary schools in the district. This school was excluded in the final study. Piloting was done to determine the validity and reliability' of the instruments to check ambiguity, confusion and poorly prepared items. Data analysis was done quantitatively. The data were represented in tables, bar graphs and pie charts. The study found that although the headteachers had been KESI trained, they were still facing numerous challenges as they executed their responsibilities. The study recommends among others, that KESI training need to be all inclusive in dealing with the management skills of the headteachers. The policy makers need to make KESI training more effective by revising the content covered to make it more practical oriented to enable the headteachers to be more effective in school management. The researcher suggests a further and more diagnostic research to be carried out to establish the effectiveness of KESI training as an efficient senior management institution of school managers.