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dc.contributor.advisorSamson Ikinya Kariukien_US
dc.contributor.advisorGabriel Madanjien_US
dc.contributor.authorUtee, Jonathan M.
dc.date.accessioned2024-02-05T06:16:46Z
dc.date.available2024-02-05T06:16:46Z
dc.date.issued2023
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27489
dc.descriptionDegree (Educational Research, Evaluation And Assessment) in the School of Education and Lifelong Learning of Kenyatta Universityen_US
dc.description.abstractDue to ever changing school environment and evolving knowledge, there is need to equip school managers with relevant skills, knowledge and attitude for efficient and effective management of schools. The purpose of this quantitative ex-post facto study was to investigate the outcome of Kenya Education Management Institute’s training on principals’ management skills in public secondary schools in Kitui County, Kenya. The study was guided by the following research objectives: To determine the outcome of KEMI training on principals’ financial management competencies in public secondary schools in Kitui County; determine the outcome of KEMI training on principals' human resource management skills; determine the outcome of KEMI training on principals’ curriculum implementation skills and finally establish the outcome of KEMI training on principals’ risk management skills. The study was guided by Kirkpatrick Evaluation Model (1998) to establish the outcome of the training on principals’ management skills. A target population of 257 public secondary school principals was used from which a sample size of 86(34.1%) respondents were selected using stratified simple random sampling. Researcher developed a structured Likert scale questionnaire which was piloted for usability before it was used to collect data. Findings from this study were analyzed using descriptive statistics (frequencies, mean and standard deviation), to answer research questions the null hypotheses were tested using an independent sample t- test. The findings of the study were; KEMI management skills training is a good predictor of financial management skills of principals, t (27.281) =; p < .05, KEMI management training is not necessarily a good predictor of human resource management skills of principals, t (17.908) =; p > .05, KEMI management skills training is a good predictor of curriculum implementation skills of principals, t (16.771) =; p < .05 and KEMI principals’ management training is a good predictor of curriculum implementation skills of principals, t(18.320) =; p < 05. The study also established that at a significance level of 0.05, all the variables had positive correlation where financial management skills had a correlation coefficient of .773, human resource management skills had .947, Curriculum Implementation management skills had 0.947 and risk management skills had .861. The recommendations of the study are; KEMI training should be made mandatory for all public secondary school principals. KEMI training curriculum should be reviewed to capture policy reforms in curriculum implementation management. Ministry of Education Science and Technology (MoEST) should recommend school management training in pre-service training curriculum for teacher trainees in universities and colleges with more emphasis on ICT integration in the management of schools. In future, a causal-comparative study can be conducted to compare the management competencies of principals in private and public secondary schools.en_US
dc.description.sponsorshipkenyatta universityen_US
dc.language.isoenen_US
dc.publisherkenyatta universityen_US
dc.subjectKenya Education Management Institute’s Trainingen_US
dc.subjectManagement Skillsen_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectKitui Countyen_US
dc.subjectKenyaen_US
dc.titleKenya Education Management Institute’s Training and Its Outcome on Management Skills of Principals in Public Secondary Schools in Kitui County, Kenya.en_US
dc.typeThesisen_US


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