Perception of the Induction Course in Education Management on Effective Management of Public Primary Schools in Nairobi County, Kenya

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dc.contributor.authorOngoto, Joel
dc.contributor.authorOgola, Martin
dc.contributor.authorMalusu, Joseph
dc.date.accessioned2021-11-29T12:43:49Z
dc.date.available2021-11-29T12:43:49Z
dc.date.issued2019-09
dc.descriptionA Research Article in International Journal of Creative Research and Studiesen_US
dc.description.abstractTo address gaps in management of public primary schools and provision of quality education, the Ministry of Education periodically supports head teachers of public primary schools to undertake induction courses in education management in order to improve management practices at school level. One of the many induction courses supported by the Ministry of Education and organised by Kenya Education Management Institute is the Induction Course in Educational Management. This course targets all education managers in public schools with the aim of improving management practices. Despite Kenya Education Management Institute conducting the induction course targeting school managers, poor management practices still are witnessed in many public primary schools. The research objective of this study was to examine effect of school managers’ perception of induction course in education management on effective management of public primary schools in Kenya. The study was anchored on Total Quality Management theory. Descriptive survey research design was employed. The target population for the study were ninety-six public primary schools head teachers, chairpersons of boards of management, senior teachers, subordinate staff members, school prefects and staff trainers from Kenya Education Management Institute. Simple random sampling was used to select the sample for this study. Data for the study was collected using structured questionnaires and analysed using descriptive statistics with the aid of the Statistical package for Social Sciences (SPSS) computer software. Results revealed that the head teachers perceived the ICEM in-service training to be highly effective on effective management of public primary schools. Therefore, this study recommends that KEMI should not only develop a new model of training and evaluating the impact of ICEM in-service training but also rethink on appropriate models of evaluating results in-service training attended by public primary school managers.en_US
dc.identifier.citationOngoto, J.; Ogola, M, & Malusu, J. (2019). Perception of the Induction Course in education Management on Effective Management of Public Primary Schools in Nairobi County, Kenya. International Journal of Creative Research and Studies. Volume-3, Issue-9, September 2019. www.ijcrs.org Page 28-50en_US
dc.identifier.issn0249-4655
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23058
dc.language.isoenen_US
dc.publisherInternational Journal of Creative Research and Studiesen_US
dc.subjectSchool Managers’ Perceptionen_US
dc.subjectEffective School Managementen_US
dc.titlePerception of the Induction Course in Education Management on Effective Management of Public Primary Schools in Nairobi County, Kenyaen_US
dc.typeArticleen_US
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