The adequacy of Kenya education management institute training of secondary school principals in attaining teacher motivation in Makueni County, Kenya
Mang’eng’e, Benard Kivuva
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Principals play an essential role in the implementation of curriculum in secondary schools, hence training is anticipated to facilitate teacher motivation. Even with the effort that has been put in place by the Ministry of Education through Kenya Education Management Institute to facilitate training of the principals, majority of secondary schools in Kenya still face challenges related to poor teacher morale. Furthermore, no local study has been done to assess the adequacy of teacher professional development in relation to acquisition of teacher motivation skills. This study aimed at assessing the adequacy of KEMI training of secondary school principals in attaining teacher motivation in Kibwezi Sub-County. The study attempted to achieve the following specific objectives: to establish the extent to which public secondary school principals have been trained by KEMI on teacher motivation; to examine the appropriateness of the methodologies used in the KEMI training of public secondary school principals; to determine the extent to which exposure to training at KEMI influences the principals‟ roles in teacher motivation in secondary schools; and to identify gaps and recommend measures to improve the training of principals in teacher motivation. This study was anchored on Herzberg‟s two-factor theory of satisfiers and di-satisfiers. Descriptive survey design was used. This study targeted a total population of 273 respondents comprising of 54 principals and 214 HODs and 5 KEMI directors from the 54 public secondary schools in Kibwezi Sub-County. A total sample of 85 respondents comprising of 16 principals, 5 KEMI directors and 64 HoDs were selected. Pilot study was done in four schools to enhance validity and reliability of research tools. Quantitative data collected were edited, arranged into themes, entered into a computer and analyzed descriptively using Statistical Package for Social Science (SPSS). The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data were arranged into common themes, presented using texts and quotes, and discussed using relevant literature. The findings of the study indicated that some of the skills acquired by principals in relation to teacher motivation during the training were; teacher appraisal, teacher involvement in decision making, delegation of duties, recommendation of teachers for promotions, and provision of lunch and allowances to teachers. Lecture method was the most used during training. Such gaps as lack of appropriate methods for controlling fund embezzlement, alcohol abuse among teachers, lack of adequate teacher motivation, poor resource management and poor conflict resolution skills were identified. The study concluded that KEMI training did not provide principals with adequate training on teacher motivation principles. The study recommended that senior teachers, heads of department, bursars and clerks should be subjected to KEMI training programme. The principals and the BoM members should prioritize teacher motivation as one of their important roles in school management.