Effectiveness of KESI head teachers in-service programs on management of public secondary schools in Kisii county, Kenya
Odhiambo, Beatrice Akinyi
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Kenya Education Staff Institute (KESI) was established in 1981 with the aim of providing in service training to institutional managers and staff from the Ministry of Education. Despite this training, there were still numerous cases of mismanagement in most schools as well as poor performance in national exams. The purpose of this study was to determine the effectiveness of KESI head teachers' in-service programs on management of public secondary schools in Kisii Central District, Kisii County. The objectives of the study were; to find out the extent to which KESI head teachers' in-service programs were effective in management of secondary school and also to find out the issues and challenges head teachers faced in secondary school management and their possible solutions. The research sought to answer the following four research questions: To what extent was financial management, teacher management, emerging issues in education and ICT use as KESI programs effective in secondary school management?, What were the issues and challenges head teachers faced in secondary school management?, What were some of the solutions to the issues and challenges faced in secondary school management? What adjustments could be made to KESI programs to make them meet the intended purposes? .For the purpose of the study, fifteen sample schools were randomly selected from schools whose head teachers had attended KESI in-service courses. The research employed descriptive survey design of collecting information by administering questionnaires to a sample of individuals. The main instrument for data collection was questionnaires. To determine the reliability of the instruments, a pilot study was conducted in 5 schools randomly selected from public secondary schools in the county whose head teachers had attended KESI training. The collected data was analyzed by SPSS computer package of scoring questionnaire responses and presenting the results in frequency distribution tables. The data was interpreted by making inferences on the basis of the analyzed percentages. The major findings of the study were; Eighty percent of the head teachers reported that they had acquired knowledge and skills from KESI training in financial management, teacher management, emerging issues in education and ICT use in secondary schools and that they had applied the acquired knowledge and skills in management of their schools. However, level of application of knowledge and skills was low in some areas such as teacher remuneration, teacher balancing, development of income generating activities and maintenance of computers. Despite the KESI training, all the head teachers said they still faced a number of issues and challenges in areas of financial management, teacher management, ICT use in school and emerging issues in education some of which were beyond KESI. The major recommendations of this study were: The government of Kenya should continue funding KESI courses since they are effective in imparting knowledge and skills to head teachers, KESI should organize courses on teacher remuneration, teacher balancing, developing of income generating activities and maintenance of computers as they are still problem areas in secondary school management, the KESI· courses should cover more content to cater for most areas in school management and ample time should be allocated to KESI courses to ensure in-depth coverage of the content.