Browsing by Author "Ogamba, Collins Orina"

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    Mentorship and Internship in Training of Employees for Performance in Public Junior Secondary Schools in Kenya
    (European Centre for Research Training and Development-UK, 2025-04) Ogamba, Collins Orina; Kipkorir, Chris Simon Sitienei
    Junior secondary schools’ employees’ pedagogical knowledge is limited due to restrained application of disciplinary competence, psycho-pedagogical competence, physical competence and methodical competence which affect their performance, hence the need for constant training. The researchers established the effect of mentorship and internship on employee performance in public junior secondary schools in Trans Nzoia East Sub County, Kenya. The study was anchored on Balanced Score Card Model. Descriptive research design was used and the target population was 423 Teachers service commission employees who comprised 417 junior secondary schools’ employees, five curriculum support officers and teachers service commission Sub County Director. To arrive at a sample of 204, Yamane formula was used. There were six teachers service commission officers hence a census was used. Stratified & simple random sampling method was utilized in choosing research participants. The researcher gathered primary data by structured questionnaire thereby producing quantitative data & qualitative data. Pilot study using 19 employees and two teachers’ service commission officers was done in Trans Nzoia West Sub County to determine validity of research instrument. Internal consistency method was adopted in determining reliability using Cronbach Alpha method. The quantitative data was analyzed using descriptive statistics with the aid of statistical package of social sciences. Descriptive statistics included the use of mean & standard deviation while inferential statistics utilized correlation analysis & multi regression analysis. The quantitative data results were shown in tables while the qualitative data was analyzed using content analysis. The study findings indicated that mentorship and internship had significant effect on employee performance in public
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    Training and Employee Performance in Public Junior Secondary Schools in Transnzoia East Subcounty, Kenya.
    (Kenyatta University, 2025-06) Ogamba, Collins Orina
    Junior Secondary Schools employees’ pedagogical knowledge is limited due to restrained application of disciplinary competence, psycho-pedagogical competence, physical competence and methodical competence which affect their performance, hence the need for constant training. The research inquired the impact of training on employee performance in Public Junior Secondary Schools in Transnzoia East Subcounty, Kenya. In particular, it ascertained the impact of induction, mentorship, coaching & internship on employee performance in Public Junior Secondary Schools in Transnzoia East Subcounty, Kenya. It was anchored on vroom expectancy theory, the balanced score card model, theory of induction, social learning theory & human capital theory. The adopted research design was descriptive involving 423 Teachers Service Commission employees in Transnzoia East subcounty. It comprised of 417 junior secondary schools’ employees, five Curriculum Support Officers and the Teachers Service Commission Subcounty Director. To arrive at a sample of 204, Yamane formula was used, whereas census method was employed for the six Teachers Service Commission officers. Stratified & simple random sampling method were utilized in choosing the research participants. The researcher gathered primary data by structured questionnaire thereby producing quantitative data & qualitative data. It was tried by 19 employees and two Teachers Service Commission Officers of Transnzoia West Subcounty to check for validity of the instrument and its fitness for use in the present study. Validity was tested using content method as well as being confirmed by the supervisor. Internal consistency method was adopted in determining reliability using Cronbach Alpha. Data collection involved self-administering the questionnaire to the respondents at their workplace for them to be filled before collecting the tool in readiness for analysis. The quantitative data was typed into SPSS version 25.0 & Microsoft Excel for analysis while qualitative data was analyzed by content analysis. Descriptive statistics included the use of mean & standard deviation while inferential statistics utilized correlation analysis & multi regression analysis in analyzing the association between variables. The quantitative data results were shown in charts & tables while the qualitative data findings were presented in narrative form. Researcher upheld high ethical conduct standards while handling respondents and gathering data. The study found that a unit change in induction changes employee performance in public junior secondary schools by 0.634 units and that that a unit change in mentorship changes employee performance in public junior secondary schools by 0.713 units. The study established that a unit change in coaching changes employee performance in public junior secondary schools by 0.831 units and that a unit change in internship changes employee performance in public junior secondary schools by 0.746 units. The study concluded that induction, mentorship, coaching and internship were crucial in determining employee performance in public Junior Secondary schools in Transnzoia East Subcounty. The study recommends that there is need for Teacher Service Commission in collaboration with ministry of education to formulate training policies meant to address workplace culture. They should as well offer specialized training for teachers selected as mentors. These mentors ought to be equipped with essential skills so as to provide professional guidance, emotional support, and constructive feedback to their mentees.