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Transcript of A thesis Presented to the College of Higher Degrees and ...
IN~SERVICE TRAINING AND EFFECTIVENESS OF HEAD TEACHERS
IN PUBLIC PRIMARY SCHOOLS IN SHINYALU
DIVISION, KENYA
A thesis
Presented to the College of
Higher Degrees and Research
Kampala International University
Kampala, Uganda
In Partial Fulfillment of the Requirements for the Degree,
Master of Education, Administration
and Management
By:
Mark Antony Anzimbu
MED/34450/1 13/DF
November, 2013
DECLARATION
I hereby declare that this thesis is my original work and has not been presented for an
award for a degree or diploma in any university.
Name and signature of candidate
j
MARK A. ANZIMBU
MED/34450/1 13/DF
Date:. ~ —
__).— 0\~
APPROVAL
“I/we confirm that the work reported in this thesis was carried out by the candidate
under my/our supervision/’
~~~Name and Signature of Supervisor
A $Date
DEDICATION
This work is dedicated to the researcher’s late mother Terry Mukasia and the late
grandfather Aloyce Anzimbu.
ACKNOWLEDGEMENT
The researcher takes this opportunity to greatly thank the thesis supervisors Dr
(Mrs) Anumaka, Ijeoma, for her enabling support, criticism and personal interest in the
progress of his study.
Special thanks go to the researcher’s course mates and the entire Education
Administration and Management department. More appreciation goes to the lecturers in
the school of higher degrees and research. Special appreciation goes to the researcher’s
Family: wife Judy, Children; Dale, Bena, Lynn and Greg-Ian for the love and
encouragement, co-operation, moral and spiritual support they gave during the
research period.
Much more thanks to the researcher’s Parents Lawrence Mabya and Mum, the
late Terry Mukasia for the support and encouragement. The researcher thanks the K. I.
U University Library staff and MMUST Library staff for availing reading materials. May
God bless you all.
iv
TABLE OF CONTENT
DECLARATION
APPROVAL ii
DEDICATION
ACKNOWLEDGEMENT iv
TABLE OF CONTENT v
ABSTRACT ix
CHAPTER ONE: INTRODUCTION 1
Li Background 1
Li Historical Perspective 1
1.2 Theoretical perspective 3
1.3 Conceptual perspective 4
1.4 Contextual Perspective 5
1.5 Statement of the problem 6
1.6 Purpose of the study 7
1.7 Objective: 7
1.8 Research questions 8
1.9 Hypothesis 8
1.10 Scope 8
1.11 Significance of the study 9
Operational definitions of key terms 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE 11
2.0 Introduction ii
2.1 Theoretical Review ii
2.2 Conceptual Framework 15
2.3 Related literature 16
V
CHAPTER THREE: METHODOLOGY 35
3.0 IntroductIon 35
3.1 Research desIgn 35
3.2 Target population 35
3.4 Sample sIze 35
3.5 Sampling procedures 36
3.6 Research instruments 37
3.7 ValidIty and reliability of Instrument 38
3.7.1 Validity 38
3.7.2 ReliabIlity 38
3.8 Data Gathering Procedures 40
3.9 Data analysis 40
3.10 EthIcal considerations 41
3.11 Umitatlons of the study 42
CHAPTER FOUR 43
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS 43
4.0 Introduction 43
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDAflON556
5.1 Introduction 56
5.2 DiscussIon 56
5.2 Conclusions 58
5.3 Recommendations 59
REFERENCES 62
APPENDIX I 67
TRANSMITTAL Lt I I tR 67
APPENDIX II 68
vi
INFORMED CONSENT 68
APPENDIX III 69
PERMITAL LEITER FROM EDUCATION OFFICE 69
APPENDIX IV 70
CLEARANCE FROM ETHICS COMMi i i 1± 70
APPENDIX V 71
INFORMED CONSENT 71
APPENDIX VI 72
A. RESEARCH INSTRUMENT - QUESTIONNAIRE 72
RESEARCH INSTRUMENT 72
APPENDIX VII 77
SHINYALU DIVISION, KCPE RESULTS FOR 5 CONSECUTIVE YEARS 77
(2007-2011) 77
APPENDIX VIII 78
FORMULAE 78
APPENDIX IX 79
CURRICULUM VITAE (C.V.) 79
vii
LIST OF TABLES
Tab~e Page
Table 1: Sample size for teachers 36
Table 2: Sampling size determination 36
Table 3: Level of In-Service Training Of Head Teachers in Public Primary Schools in
Shinyalu Division, Kenya 44
Table 4: Professional development ~
Table 5: Level of Effectiveness of Head Teachers of Public Primary Schools in Shinyalu
Division-Kenya 51
Table 6: Assessment 53
Table 7: Relationship between the level of In-service training for Head teachers and
Effectiveness of Head teachers of public primary Schools in Shinyalu Division-Kenya .55
yin
ABSTRACT
The topic of this study is “In — service Training and Effectiveness of Head Teachers in publicprimary schools in Shinyalu Division, Kakamega county, Kenya”and it has the followingObjectives: To investigate the level of in — service training of head teachers of public primaryschools in Shinyalu Division, Kenya, to determine the level of effectiveness of head teachers ofpublic primary schools in Shinyalu Division, Kenya, to establish the relationship between In —
Service training and the level of effectiveness of head teachers in public primary schools inShinyalu Division, Kenya. Methodology, the study used descriptive correlational design. Thedescriptive comparative was used to compare In-service training programmes attended andHead teachers’ effectiveness according to relevant variables. The targeted population for thestudy was 343 teachers from the three zones and a total of 56 head teachers of public primaryschools. The sample size was determined using Sloven’s formula for teachers and headteachers. The sample size of 200 respondents was selected. The sample size was determinedusing Sloven’s formula for teachers and head teachers. Correlation and regression analysis wereapplied in determining the relationship between the level of in — service training andeffectiveness of Head teachers of public primary schools in Shinyalu Division, Kenya Findings,this study was set to find out the relationship between In-service training for Head teachers andEffectiveness of Head teachers of public primary Schools in Shinyalu Division-Kenya. It wasguided by three specific Data analysis using means which showed that the level of In-servicetraining for Head teachers was rated high and this was indicated by the overall mean (mean =
2.67) and this implies that on overall In-service training for Head teachers was highlyadvantageous to both Head teachers and Teachers of public primary Schools in ShinyaluDivision-Kenya. This is shown by the fact that the sig. value was less than the maximum sig.value of 0.05 considered in social sciences. Conclusion, the researcher concluded that the levelof In — service training of Head teachers is generally high, which indicated that Head teachersusually fulfill their responsibilities assigned to them. On aspect like; Your Head teacherIdentifies challenges facing Teachers and deals with them appropriately this was very high.Weaknesses on aspects like; I did not have the pre-requisites e.g. qualifications, experience,and seniority was rated low which means that some Head teachers do not have therequirements of being Head teachers. A strong positive significant relationship between thelevel of In-service training for Head teachers and Effectiveness of Head teachers of publicprimary Schools in Shinyalu Division-Kenya, since the sig. value (0.000) was less than 0.05,which is the maximum level of significance required to declare a significant relationship. Thisimplies that better In-service training for Head teachers improves effectiveness of Headteachers. Therefore basing on these results the stated null hypothesis was rejected and aconclusion is made that better In-service training for Head teachers, enhances effectiveness ofHead teachers. Recommendations, the researcher made the following recommendations, fromthe findings and the conclusions of the study, the researcher recommends that there is need toencourage Head teachers to directly involve themselves in the In-service training programmesorganized for them. Head teachers should share their experience and knowledge with theirteachers hence succeeding in their work. Head teachers should ensure quality workingrelationship between them and their Teachers hence improving on their effectiveness. Headteachers should enroll for in service training programmes to further their education to meet theminimum requirement of having a bachelor’s degree.
ix
CHAPTER ONE: INTRODUCflON11 BackgroundThe background of the study Indudes from systematlcauy linked perspectives namely;historical that shows past previous overview of the study variables, theoretical thatshows a theory that underpins the study, conceptual that gives definitions of keyvariables and contextual that shows the problem & the study that prompted the study.
1.1 HIstorical Perspective
In-service in-service Training for teachers has developed mainly In the latest decades;however there Is a long history of actions undertaken for teacher professional In-service
Training within the Italian school system Toffler (2002). The long, although rather
neglected, tradition of In-service teacher In-service Training goes back to the
Conferenze pedagogiche: They were late 19th century initiatives for Improving the
knowiedge and competence of teachers, mainly In primary schools. At the time the
effort to spread literacy was high but the quality of teaching was not considered
appropriate, therefore the need to develop teachers’ skills was highly perceived, under
the pressures of national reports complaining about the poor Productivity & teachersand the unacceptable teaching conditions, particularly In the rural areas of the country
Uzorh (2008).
According to Torrington (2005), In-servIce training Is one of the most important
variables that influence organizational performance. Cole (2008) establIshed thattraining is a learning activity which is directed towards the acquisition of specific
knowledge and skills for the purpose of Initiating or Improving performance.Acquisition of appropriate human resource skills is therefore necessary as this
will help cope with challenges presented by evoMng needs of the ever changing work
environment Therefore, managers of Institutions should undergo some form of
continuous In-service training In order to update their skills and competendes towardssustaining improvement In the performance of their organizations. In the developedcountries like the Philippines, in-service training is undertaken frequently among the
1
teaching fraternity, for example Shunsuke (2006) observed that decentralized in-Service Training Programmes with specific set content under a presciibed broad framework are critical to improved performance. All over the world, both Governmental andNon-Governmental organizations recognize in-service training as an important tool foremployee’s development towards the attainment of sustainable performance.
For Karhuse (2006), he was of the view that in-service training improves thequality of service provided by employees thereby increasing the chances of attainingthe fundamental goal of national development programmes. Thus Cole (2008)
established that training is central in achievement of organizational objectives andemployee performance. According to Saleemi and Bogonko (1997) employee training isnot a one stop process but a never finished job so long as an organization remains
operational. In Kenya Primary Schools, performance of head teachers is normallydefined In terms of test scores, examination results, Pupils’ ability to apply what islearnt and the rate at which pupils graduate and move on to secondary school
(Eshiwani 1987). According to the Ministry of Education 2003, School discipline, pupil
and teacher retention rates, effective working relationships, shaping the image of the
school discipline, staff turnover, and value added analysis of pupils at the end of thecourse are critical Indicators of the performance of a primary school head teacher.
Other Indicators and by extension as characteristics of a performing head teacherinclude ability to improve and sustain high standards of performance in non-academic
areas like development and maintenance of Infrastructure.
According to fleming (2006), the World has changed and will continue to
change. The introduction of free Primary education (FPE) In Kenya is one of the recent
changes that have presented new challenges to head teachers of primary schools.
These challenges are forcing the government and individual head teachers to look for
possible solutions. Therefore In-Service Training Programmes Instituted by the
government through MInistry Of Education are aimed at equipping head teachers of
public primary schools with the necessary competendes and skills for effective handlingof their new found roles in the changing world environment (Karhuse 2006). Eshiwani
2
The path-Goal leadership theory is a relatively new theory and derivative of expectancy
motivation theory. The theory gets its name from the assumption that effective leaders
can enhance performance of organizations like public primary schools by changing their
skills and perceptions on work goal according to the prevailing situation.
According to the theory, when an organization like a school having a problem, it
needs to identify a specific way of solving the problem or getting a workable solution,
the specific way used to address the problem is the path and the solution that is
ultimately found is the goal hence the name Path-Goal theory.
In this study, effectiveness of head teachers is the critical problem under focus and In-
Service Training is the path chosen to address it. It is expected that head teachers who
undergo in service training develop managerial skills and other competencies that are
essential for successful curriculum implementation and supervision. More so, these
competencies that are acquired help them to become effective and efficient managers
and administrators of their schools. The theory expects the head teachers who have
undergone in service training to adapt different leadership styles that can harness the
best results for the school they are in charge of.
The theory expects head teachers to build appropriate work force competencies
and behave in a supportive and effective leadership behavior that can enhance a
school’s overall performance. The school management is also expected to be interested
in knowing the behavior and personal characteristics of each employee and assessing
their performance and achievement in the job. The head teacher is expected to build a
rapport with the staff so that the staff can freely evaluate the head teacher’s
performance. When the staff evaluates the head, they expect a timely feedback and
through this the manager may expect a cordial working relationship on the school that
can yield good results.
L3 Conceptua~ perspective
In this study, independent variable is the level of in service training for head teachers.
In service training refers to programmes of employee development that are delivered
4
within an organization by external training providers. Koech (1999) points out that
head teachers who are well developed in management are also essential for curriculum
implementation, effective and efficient management and administration of schools. It is
expected that if a head teacher is developed through in service training frequently, then
they are likely to be effective in their work.
The dependent variable in this study is the level of effectiveness of head teachers. The
term effectiveness has its roots from the business world. It is used in reference to doing
the right thing, Stoner and Wankel , (1987). In this context an effective head teacher is
one who suggests the right things to organization i.e the school. An effective head
teacher thus using the skills and knowledge received in in-service training, is able to
effectively manage the school well and realize improved academic performance. The
study also borrows from Okumbe (1998) specific conceptualization of an educational
organization as a group of individuals, in a given place whose efforts are deliberately
coordinated for the purpose of imparting knowledge , skills and attitudes to students or
pupils in order to achieve predetermined educational objectives or goals. The Education
organizations include schools, colleges, training institutions and universities. From
Okumbe’s conceptualization one is able to see the link between the head teacher being
the co-ordinator and the deliberate achievement of goals and objectives of a school and
an indicator of effectiveness.
1.4 Contextua~ Perspective
This study was limited to examining the level of managerial skills in terms of
aspects of head teacher development that are covered in various in service programmes
attended. The benefits realized when head teachers attend in service programmes and
the constraints that may have deterred professional development in the last 2 years. It
has also addressed the effectiveness of head teachers in terms of planning and
preparation for their administration work, the school culture, and lastly the assessment
of head teachers by their teachers to ascertain the head teacher’s effectiveness.
5
In Kenya, one needs a basic P1 training to be a head teacher of a public primaryschool. This P1 certificate which may have been acquired over one or two decades agois not adequate to make a head teacher be effective due to the continuous changes inthe work environment. For example the introduction of FPE which has ëome along withincreased amount of challenges and responsibilities hence need for in- service training.
Primary schools have the major responsibilities of transmission of useful andpredetermined knowledge and skills to the pupils (Karhuse.2006). (Eshiwani 1987) Forthis to be performed efficiently, the capacities of various stakeholders especially the
head teachers should be commensurate to their duties and responsIbIlitIes. Thissituation Is made more complex with the introduction of Free Primary Education and the
banning of corporal ‘punishment by the Ministry of Education, 2003. This calls forcontinuous modification of school management strategies. As a response to theemerging challenges, the government strives to update the head teachers schoolmanagement skills through investment In In-Service Training Programmes.
1.5 Statement of the problem
Monyatsl (2003), observed that the head teacher effectiveness In primaryschools in Shlnyaiu Division, Kenya Is steadily on the declIne, the researcher has also
observed that many unIversIties have cropped up In Kenya and yet many students failexaminations or even drop out of some of Kenyan secondary schools. There is
therefore need to investigate If the causes of low head teacher effectiveness asobserved by the researcher, and the reported declIne of teacher productivity byMonyatesl (2003), In his research findings, Is linked to In-service Training. For theteacher, it enhances a genuine mastery of the academIc Productivity of students.Another study by Todd and Wolpin (2003), whIch time to assess teachers’ productivityas it contribute to student academIc achIevement, noted empirically tha€ In-serviceTraining contilbutes to boost, head teachers moral by acting as a modifiers, It thereforeenhance improved job Productivity of the head teacher and improved academic
Productivity of the learners. The researcher therefore Is Investigating If In-service
6
Training has an affect on the effectiveness of head teacher effectiveness. Other factors
affecting effectivenessy such as skills, relationship, equipment and facilities but the
researcher’s interest is on in-service teacher in-service Training in terms of school
support. Low performance of a school affects the lives of the members of that society in
the long run because that community is unable to raise people in good or well paying
employment leading to poor livelihoods.
According to Cole (2008), in countries like United Kingdom where Tn-Service
Training Programme has been on for several years, the wisdom of investment in In-
Service Training Programme has been assessed and established to be enormous hence
the continuous investment in the Tn-Service Training Programmes. Despite the in
increase in number of teachers who go for in- service training, schools performance,
which to some extent potrays head teachers effectiveness, is still low as indicated in the
KCPE results (see appendix vii), It is upon this background that the researcher went out
to find the relationship between in-service training and the effectiveness of head
teachers in public primary schools in Shinyalu Division, Kenya.
L6 Purpose of the study
1. To establish the relationship between In — Service training and effectiveness of
head teachers in public primary schools in Kakamega County, Kenya.
2. To validate the path goal theory of Sheikh (2006)
3. To bridge the gap revealed in related literature
4. To generate data for further knowledge / research
1~7 Objective:
The objective of the study was to establish the relationship between in-service training
and effectiveness of Head Teachers in public Government aided primary schools in
Shinyalu Division, Kenya.
7
TimeThis study took 12 months (one year) running from January 2012 to December
2012 when the researcher was expected t~ have completed his study, ready forsubmission.
1.11 Significance of the study
The policy makers will find the findings useful as they provide Information andsolutions that may be utilIzed to eliminate persistent work performance problems Inpublic prImary schools.
The ministry of education will use the findIngs to assess and evaluate schoolperformance as all head teachers will be knowledgeable and skIlled In handling schoolissues making It easy for the mInIstry to manage education.
The findings will yield data and Information that will help head teachers todeliver their managerial dutIes to improve on performance. The schools will benefitfrom these findings because there will be value for money Invested in education.
The findings will help the teachers to work In the best envIronment at school toimprove In work performance. The findings of the study will give pupils the best
environment for better learning process to take place.
The future researchers will use the findings to generate new knowledge and~
out sImilar researches in other related areas.
Operational definitions of key termsIn-Service is a sort of development program which the head teachers undergo to
inërease their knowledge and sharpen their skills In management in terms of
workshops, conferences, semInars, and holiday studies.
9
Effectiveness - It is doing the right thing. (Stoner and Wankel, 1987:9) In this
context, an effective Head teacher is one who selects the right thing to get done in
order to meet the objectives of the school and the ministry of education.
10
productivity. The theories cited in this study all point to the two variables conforming
the unique relationship between in-service training and the effectiveness of head
teachers.
According to Farrant (1991), the major role of the Head teacher is to monitor the
quality of standards of education in their schools. In doing so, head teachers try to
review and regulate educational process and thereafter take any necessary remedial
action for the satisfactory completion of school improvement activities. Based on the
mind of Farrant, a head teacher who monitors the quality of standards of education in
their schools are effective and efficient.
14
2~2 Conceptua~ Framework
Independent Variable Dependent variable
fl~service training of Head Effectiveness of
head teacherseachers _________________
Professional development o Planning and
~ preparation forl3enef its of head teacheradministration.
development
® School cultureConstraints to head
icacher professional Assessme,~t
development.
Intervening variables
Educational in pp~MotivationPupils home background
• Teachers attitude• Supportive school climate
Environmental contribution• Community attitude to
Education• Political good will• Parental support• Social audit on the school
Fig 1: Conceptual framework (Relationship between the level of in-service and the level
of effectiveness of head teachers).
According to the researcher’s concept presented in the figure 1 above, in-service
training is an ongoing phenomenon, the head teachers are exposed to several in-
service training programmes, however the effectiveness of each head teacher various
from one head teacher to another. To achieve effectiveness the head teachers need
15
other variables Le the intervening variables in order to achieve the desired
effectiveness. It is the assumption of the researcher that in-service training provides
head teachers with knowledge, skills and experience to effectively carry out their work
at school to realize better results at national examinations.
2~3 Related literature
In-service training of Head teachers
Training is an art of imparting, improving or updating the knowledge and skills of an
employee performing a particular job in an effective manner (Tulsian 2005). He
observed that in-service training is the process of helping employees to acquire more
knowledge of the job through sharpening of the needed skills, attitudes and values
associated with the performance of the job.
According to Saleemi (1997), training as a job is never finished so long as an
organization remains in business, thus training is not a one stop process but is an
ongoing or continuous process. Cole (2008), defines training as any learning activity
which is directed towards the acquisition of specific knowledge and skills for the
purpose of accomplishing a task.
In-service on the other hand are programmes of employee development that are
delivered within an organization by external training providers. Koech (1999) points out
that head teachers who are well developed in management are also essential for
successful curriculum implementation, effective and efficient management and
administration of schools.
In his study, Olembo (2005) observed that for one to be a head teacher, he must be a
qualified teacher and must have been in an administrative post already such as a
deputy head teacher. Although this ensures that the appointees have some
16
management skills and experience. There are no mechanisms for tracking or monitoringhow those appointed as heads performed in their earlier roles.
The appointment of the head teachers by TSC is done based on experience,Competence as a teacher and time one has served. The more the number & years onehas taught the higher the chances of being appointed to the head teacher’s level(Okumbe, 1999). However, some of the newly appointed heads in primary schoolsusually assume the office without having undergone any In-service training to preparethem for their new roles. Lack of training couid contribute to incompetence 1ff their role.
Initially in Kenya, the entry point to be a head teacher was lower than it Is today.
(Eshlwani 1993) observed that many of the personnel In administration and managerial
positions were Initially trained as teachers only with no form of managerial sldlls. Manyof them are appointed from the dassroom, where the majority of them graduated fromprimary teacher training colleges with higher grade of P1. However their appoIntmentson the basis of competence, experience, years of service, and polItical Influence raisequestions about their preparedness to take managerial roles without in-service training
hence the reason for the present study on relationship of In-service training and head
teachers work effectiveness in Public primary schools.
Currently, the TSC has highlighted that for one to be a Head teacher of a primaryschool, he should be a degree holder and must have attended a proficiency course in
management Armstrong (1992) defines performance as a strategic and Integralapproach to delivering sustained success to organizations by Improving performance ofpeople who work on them and develop capabIlities.
In Kenya, several commissions have been established to monitor the quality of
education and performance of teachers and school heads. The TSC monitors the
performance of head teachers through quality assurance officers who conduct regular
17
inspections in schools and report~to the ministry of Education through the established
reporting process and avenues (Education Act, 1968). The TSC (2002) expects head
teachers to provide quality leadership in their institutions. To ensure this, TSC has been
conducting series of workshops on effective performance management for Head
teachers.
Koech (1999) commission recommended in-service programmes to be regularly
organized for teachers to improve their pedagogical skills and that Head teachers’
undergo school management training to enable them to be frontline quality control
managers in their own schools. The commission further recommended that
appointment of Head teachers and other managers be based on institutional
management training, proven competence, possession of appropriate qualification and
relevant experience. The Kamunge Report (1998) recognized the importance of
inspectorate and recommended the training of head teachers as the first line inspectors
of their schools. In-service training in Kenya is a determining factor for the success of
educational organizations. Eshiwani (1987) found out that one of the reasons cited for
the poor performance of education systems in Kenya as well as developing countries
could be the weak managerial capabilities in those systems. It was perhaps with this
realization that in-service programmes for head teachers were established to serve as
an instrument for the development of administrative staff for the Ministry of Education.
The government has instituted programmes aimed at equipping primary school head
teachers with competencies to effectively handle their new found roles, Eshiwani (1987)
has noted that the Kenyan Government established KEMI in 1981 to act as an
nstrument for the development of administrative staff for the Ministry of Education,
KEMI may be described as an in-service training provider for officers of the Ministry
iolding administrative and management position in the entire nation.
18
The content which appears in the in~service training courses meant for primary school
head teachers curriculum includes; Supervision, implementation and management of
the curriculum, management of people, management of resources and school
development planning (Republic of Kenya, 2002).
In its efforts to strengthen the management capacity of primary school head teachers in
Kenya, the Ministry Of Education Established PRISM project in 1996. Later on Head
teachers established KEPSHA with the aim of developing an effective mechanism
through which head teachers can collectively upgrade their skills, with a view of
improving overall standards of education in the country (Okumbe, 1999).
The most commonly used method of training for education managers and head
teachers is off the job training which is undertaken externally in training centres and
colleges. Eshiwani (1987) observes that KEMI is in that process of examining its
methodologies to enhance effectiveness and efficiency in courses such as conferences
and seminars for senior officials of the Ministry of education, staff clinics, workshops
and regular short internal staff clinics for junior officials of the Ministry of Education.
Currently KEMI has rolled up distance and flexible learning programme for all head
teachers to train for Diploma in Education management. The head teachers will be
studying on job and will take examination after covering the required 16 modules within
six months. The Ministry of education therefore takes cognizance of the importance of
capacity building as a means of equipping serving officers with requisite knowledge,
skills and attitudes that will enable them deliver quality services. Thus, KEMI shall
continually upgrade the core competencies, knowledge and skills of education
-nanagers. This Diploma in education Management programme will train Head teachers
n crucial aspects of management such as resource management, performance
~ianagement and good governance. (KEMI, DIP. in Education management for primary
;chools KLB. 2011).
19
Currently, the Ministry Of Education has declared that for one to be a head teacher of a
primary school, they should be degree holders and must have attended a proficiency
course of management. Armstrong (1992) defines performance as a strategic and
integral approach to delivering sustained success to organizations by improving the
performance of people on work and developing their capabilities.
Everald and Wilson (2004) observed that schools are effective and successful, partly
because they are well led and organized which is partly because their head teachers
have learnt management skills systematically. Therefore the head teacher’s
performance in a school is determined by the overall performance of the school and it
all depends on the in-service trainings that are conducted in order to sharpen their
management skills.
Indoshi (1993) points out that the availability of enough relevant resources or teaching
materials is important if instruction is to avoid overemphasis on routine skills. It argues
that the use of text books was believed to raise academic standards and increased
efficiency in the system.
Financial resources according to Ken (1989), lies squarely within the realms of the head
teacher’s duty. Thus in order to ensure good performance the head teacher has to
manage and provide the required resource to the staff and learners respectively. For
exampleDaisey (1992) established that the survival of an organization and the
realization of its objectives depend upon effective financial control. The management
responsibility is to see that enough rules and procedures are adopted to prevent fraud,
anticipated overspending and have accurate knowledge of the overall financial
management. It is very important in any school that all teachers are allocated the
necessary teaching materials in order to enable them teach effectively to improve the
Teachers performance. Kanugu (1982) observed that it is generally assumed that better
facilities and use of teaching aids in schools lead to better performance in examinations,
20
This is ultimately determined by the efficiency with which these resources are organized
and managed to raise pupils’ performance.
Effectiveness of head teachers
The term effectiveness has its roots from the business world. It is used in reference to
doing the right thing. Stoner and Wankel, (1987). In this context, an effective head
teacher is one who suggests the right things to get done in order to meet the objectives
of an organization i.e. the school.
The reason to appraise subordinates performance is that appraisals play an integral role
in the employer’s performance management process by translating employer’s strategic
goals into specific employee goals. Rao (1985) while listing the uses of an appraisal
system, he mentions the increase of mutuality between employees and their
supervisors so that every employee feels happy to work with their supervisor and
thereby contribute their maximum to the organization, It also lets superiors and
subordinates develop a plan for correcting any deficiencies that appraisal might have
unearthed and yet on the other hand reinforcing things the subordinates do correctly.
Craig et al (1986) suggest that a performance management process should identify and
establish measures under the control of the employees being appraised and that
methods for assessing performance should be decided next.
When applying performance management methodologies, management should also be
interested in knowing the behaviour and personal characteristics of each employee and
assessing their performance and achievements in the job. There are various methods
available for assessing results, behavior, and personal characteristics of an employee.
Oberg (1972) has summarized some of the commonly used performance appraisal
techniques such as the Essay appraisal method where the assessor writes a brief essay
providing an assessment of the strengths, weaknesses and potential of the subject.
Landy and Sigall (1974) mentions of physical attractiveness where raters can be
21
influenced by an employee’s personal attributes such as national origin, level of
education, union membership,, philosophy, age, race, gender, or even attractiveness.
The Graphic rating scale method is more concerned with assessing a person on the
quality of his or her work (average; above average; outstanding; or unsatisfactory).
The Field review method is where a member of the HRM staff meets a small group of
assessors from the supervisory units to discuss each rating, systematically identifying
areas of inter- assessor disagreement. The most common method is the Forced-choice
rating method where the assessor is forced to choose the best and worst fit statements
from a group of statements. These statements are weighted or scored in advance to
assess the employee. The scores or weights assigned to the individual statements are
not revealed to the assessor so that she or he cannot favour any individual. Other
methods include Critical incident appraisal method that compels the supervisor to
describe critical incidents, giving details of both positive and negative behaviour of the
employee. Carroll and Schneier (1982) maintain that the critical incident approach can
be used to come up with data and ideas to, develop more complex rating scales. If care
is not taken, though, the critical incident is susceptible to emphasizing negative worker
behavior. When used alone, employees may have difficulty translating critic~al incident
reports into improved day-to-day performance.
Management by objectives method deals with helping employees set their own
performance goals. This avoids the feeling among employees that they are being
judged by unfairly high standards. The Work standard approach involves setting targets
against realistic output standards. These standards are incorporated into the
organizational performance appraisal system. Thus, each employee has a clear
understanding of their duties and knows well what is expected of them.
The Ranking method is based on Monga (1983) who consider Alteration ranking method
where the best performing employee is chosen as the ideal employee. Ranks assigned
22
by each assessor are then averaged and a relative ranking of each member in the
group is determined. The paired comparison method systematizes ranking and enables
better comparison among individuals to be rated. Every individual in the group is
compared with all others in the group. The evaluations received by each person in the
group are counted and turned into percentage scores. The scores provide a fair idea as
to how each individual in the group is judged by the assessor. In the person-to-person
rating scales, the names of the actual individuals known to all the assessors are used as
a series of standards. These standards may be defined as lowest, low, middle, high and
highest performers.
The Checklist method is where the assessor is furnished with a checklist of pre-scaled
descriptions of behaviour, which are then used to evaluate the personnel being rated.
Also the Behaviorally anchored rating scale (BARS) is a relatively new technique. It
consists of sets of behavioural’ statements describing good or bad performance with
respect to important qualities. These qualities may refer to inter-personal relationships,
planning and organizing abilities, adaptability, and reliability. These statements are
developed from critical incidents collected from both the assessor and the subject.
These methods can be used to the particular circumstances and requirements, To come
up with performance management reviews, the appraisal tools should be practical
enough in the appraisal process that is conducive to honesty. The manager generally
conducts the appraisal itself with the aid of predetermined and formal methods like
those described.
Over two hundred years ago, performance appraisal systems apparently got their start
in a Scottish cotton mill. Wooden cubes indicating different levels of performance were
hung above worker stations as visible signals of who was performing their jobs well.
~1ilkovich and Newman (2002). Moving from this simple system there are now hundreds
f performance appraisal systems in use. By the 1980s, performance appraisal systems
~íere an intricate element in human resource management. Pardue (1999) that
23
Performance appraisals provide a well- documented method for making decisionsrelated to promotions, training selections, salary Increases, disciplinary actions andpotential termination actions.
One of the objectives of a performance appraisal system Is to judge quality and value ofthe employee to the organIzation. This Is operationallzed by a subjective evaluation
normally conducted by a supervisor based on a set of established job measurementcriteria. In general a performance appraisal system begins wIth a job description, whichprovides the necessary understanding of the job requirements, delineating what must
be done and to what standard the work must be performed. The performanceevaluation is used to appraise the quality of work being done, as outlined in the job
description; and provides feedback to the employee. Feedback, the actual performanceappraisal, is provided either verbally or In writing, or both.
On the contrary Deming (2000) contends that performance appraisal of all kinds are not
helpful tools to increase productivity due to the Wimplied preciseness:’ The person thatis rated lower ‘Will look to the person with a higher rating as a measure of good
performance (the Implied preciseness) and then fry to emulate his or her prformance.One supervisor may rate all subordinates higher than another supervisor, even thoughthe actual employee’s performance may differ only slightly or not at all.
As for Bowen and Ostroff (2004), contends that the guIding logIc for a performanceappraisal system must develop employees’ skills, knowledge, and motivation such thatthe employees behave in ways that are Instrumental to the Implementation of a
particular strategy.” This Is in line with local government elements of performancemanagement that include IdentifyIng strategic goals and objectives, translating the
goals and objectives into policies, programs and services, implementing the policies,
programs and services, assessing what is achieved-measuring performance, .comparingactual performance results todesired results and taking tactical and strategic actions to
24
close any gaps between desired and actual performance. The Uganda public sectorreforms have run through distinct phases. The initial focus during the eariy 1990s wason “right sizing” and initiation of pay reforms. Later there was an Increased emphasison instituting performance management systems.One of the ways of developing employee development is the focus on qualification andexperience. In principle today’s public service system requires selecting and placing thebest- suited candidate for each position to be filled, whether by external recruitment orvia internal promotion or mobility.
This criterion is supposed to assess merit by way of educational qualifications and work
experience. In Uganda the reform policy change has affected the age-composition of
the public service, It has contributed to tensions between older experienced and theyounger relatively better educated staff. There are large numbers & applicants for Jobsin the public sector than they used to be. At local government levels graduates are In
positions (as sub-county chiefs) that were previously held by staff with very low formalqualifications. There is still much sensitivity of staff that reached retirement age or
those who lack the qualification being exposed. The Monitor reports of complaints ofseconded unqualified staffs to Budaka district because the positions of chief finance
officer, District internal auditor, district Engineer, planner, education officer, districtdirector of health services, natural resources director, production and marketing officer,district Agriculture officer and information officer were advertised to be taken over by
qualified people.
Building appropriate workiorce competencies, behaving in a supportive and effective
leadership style, and aligning basic systems, such as financial, material, information,
and human resources (e.g., appraisal, selection, and rewards) enhances organizational
performance. Ledford (1995) points that wdemonstratable characteristics of tJm person,including knowledge, skills, and behaviours that enable (Job) performance. The
25
emphasis is on the characteristics & the person. Competendes are independent of thejob or position. An employee can transport them from one job to another.
Competendes must be demonstratable to serve as the basis of pay. Competendesindicate the potential for performance.” The Department of Education was probed forincompetence and inability to manage by the commission of Inquiry Into themismanagement & public affairs in Mbaie Munidpai Coundl. The New L’lslon reportsthat the commission found that the department irregularities had lowered the educationstandards in the municipality and requested the police to probe the staff recruitment,qualification, deployment, and performance. They referred to incidences where Grade
III teachers were heading Grade One schools earning the salary of a Grade One head
teacher, which they were not entitled to.
Improvement in the delIvery of services is a demand driven orientation that does notonly require line ministries, aid its offices at district levels but also citizen groups or dvii
society organizations, to Identify problems and ways to Improve public service delIvery.
This can lead to performance management as human resource developmental systemgives dvii servants as service providers to contribute towards better service delivery. In
Uganda Ministry of Public Service (1997) insists that the appraisal system a~ipIies to all
Public Officers In the Central Government Public Service Induding PolIce, Prisons,
Judidal Service, Health Service, Education Service, as well as the Local Governments.
Improved and accelerated service delivery therefore must be goal oriented thus fulfilling
government objectives.
The need to manage results brings In the question of value for money as a guidingpr~ncipie for people to compiy with standards, targets and pro-active actions that speed
up service delivery thus ceiling for reforms In public service that shape employee
performance. In Uganda according to the Ministry of Public Service (1994) the CSRPaimed at redefining the role of government, rationalize and streamline Government
26
structures, eliminate redundant staff, restructure management systems and incentive
structures for improved performance in public service delivery.
Performance measurement is therefore considered the first step towards knowing how
well school provides its services just as Ketalaar (2007) is of the view that public
administration reform is increasingly guided by performance- based rankings as a
means of improving the efficiency and value for money in public service delivery.
Requisite skills and performance should be recognized and rewarded, as this will serve
as a competitive advantage for service delivery through improved worker efforts to do
well and thus be encouraged to work hard and identify themselves with government
service delivery programmes. Service Delivery Review (2004) supports this and states
that employees rewarded for work-accomplished forms an integral part of sustaining
service delivery institutions. Reforms of the civil service is not an end in itself but a way
to organize the delivery of services in a more efficient and effective way and to manage
the human resources thereby improving service delivery to the population.
The measurement of performance is based on organizational and individual
performance, with the assumption that the targets by which individuals are assessed
must aggregate into the performance outputs of the institution as. a whole.
Stredwiek(2000) puts it that Government can only be construed as 11employer of choice”
provided its attitude towards employee supports growth and a prosperous life. Just as it
is in the liberal economic theory on public and private management that according to
Owen (1998) liberal theories on the role of government emphasizes what governments
should do and not do to enhance efficiency and effectiveness in public service delivery.
In low-income countries like Uganda, public workers should meet the needs and
demands of the population who pay taxes. Performance of staff should give the
population the best value for their money so this should be output-based payment to
boost staff productivity at sub-county levels. Geoffrey (2003) affirms that ft can also
27
Despite the fact that significant effort to appraise public servants put up by the
personnel department as a management strategy to improve performance, the
deterrents are perceptibly conditioned by intensive external and internal factors
including political influences and patronage. Molm (1997) mentions about the struggle
for resources, personal conflicts, and a variety of influence tactics executed by
individuals and groups to obtain benefits and goals in different ways. Also Local
government officials do not want to be held accountable for outcomes over which they
have little or no control.
Also Kiyaga Nsubuga (2004) points out that mentoring, in particular, is rarely applied in
the public service in a structured manner in spite of the fact that a key requirement of
leadership is to groom others for the future: Despite capacity building sessions through
capacity building grants where World Bank (2007) points that 80% of local government
officials who completed degrees under the project have returned to their position and
are working toward provision of improved service delivery, a gap in management still
exists and best practices can be exhibited as management performance has been
derailed by incompetence, inadequate capacity and lack of a vision of the future in an
inspirational manner for lower employees who are under patronage and yet their efforts
need to be mainstreamed into the public service as well, It is also mentioned that most
don’t return to the local government.
Ideally, it is a Best Practice to use a continuous performance management cycle at the
beginning of the appraisal period where the employee and supervisor plan performance
by setting goals and clarify behavioral expectations. Though Roberts (1992) preserves
that goal setting is a critical component of an effective performance management
program, Tubbs (1986) maintains that employee participation in the development of
performance goals increases goal difficulty and subsequent performance. The
challenges however are inevitable in performance management, because it requires
29
tracking by reviewing performance and discussing areas & improvement during and atthe end of appraisal period. Fox (1991) observes that performance appraisal is,however, a complex process and the center of considerable controversy over its utilityand effectiveness.
In facilitating effective performance employees assume the role of a hierarchicalcommand and control device, and is subject to a whole host of heuristically andattribution errors In rating which is not verifiable by others and has the opportunity forbias. Jensen (1997) confirms that a supervisor can damage a relationship when he orshe judges someone else’s work fear making wrong judgments, being challenged aboutthem, and looking foolish if proved wrong. There Is also a tendency of not giving ordelaying to give feedback that brings about a situation of unpleasantness on the side of
the employees. Nova Scotia Public Service Commission (2002) raises a concern thatdelayed feedback conveys the message that the performance (whether good or bad)
was not very important. This also exhibits the failure of the superiors In conductingperformance appraisal and post performance appraisal interview.
According to Maddux (1987), studIes indicate that nearly 50% of performance problems
occur due to lack of proper feedback. An employee will see no reason to changeperformance if it appears acceptable to the supervisor and organization. By not giving
feedback it reflects that superiors lack the tact of offering suggestions constructively to
subordinates. It makes it even more difficult when both the superior and subordinate do
not get a chance to express their views after performance appraisal. Vaziran (2007)
affirms that nothing is more discouraging to employees than to be asked for theirfeedback and see no movement toward resolution of their issues. This therefore leavesmost employees to only express emotional needs, which would have been handled if
they had direct face to face with their superiors.
30
There are still traditional reviews, which put managers into the position of
uncomfortable judges, ostensibly telling employees how their work either fit or don’t fit
the set standards. Because of these challenges, new types of reviews are coming into
play. Grate (1999) states that sophisticated organizations today are scuttling traditional
assumptions about performance management and creating innovative to some, even
unnerving systems and procedures. The values based systems that integrate their
mission statements, visions and values into their performance evaluation procedures
that make managers not to make judgment calls but instead report on “behavioral
frequency” and how often individuals perform at a mastery level.
The application of subjectivity in performance evaluation more often leads to
evaluations that make it more difficult to differentiate among subordinates, which could
result in problems in personnel decisions and future incentives. Kaplan and Norton
(1996) state that subjectivity leads to bias in performance evaluation just as Devries et
al (1981) are opinionated that the lack of objectivity. ~puts a condition of ... subjectivity
appears to be a central and inherent reason for a general distaste for Employee
Performance Appraisal System. Subjective performance measures provide the superior
with discretion because no clear performance standards exist for these measures and
assessed performance is solely determined by subjective judgments. Similarly, more
diversity in performance measurement gives the superior a portfolio of performance
measures that is likely to consist of partly conflicting outcomes,
Relationship between in-service training and effectiveness of head teachers
Prasad appreciates the view of Kumar that training is the imparting of skills to the
employees so that they can cope up with the changes in the organization. He
emphasizes that training is a must for every organization. According to him, there is a
continuous environmental pressure for efficiency and effectiveness, and if the
organization does not respond to this pressure, it might find itself losing whatever share
of the market it has.
31
Training imparts skills and knowledge to employees in order to contribute to theorganizations efficiency and effectiveness and to be able to cope with the pressures ofchanging environment. The viability of an organization depends to a considerable extentof skills (Prasad 1999).
The efficiency and effectiveness of an organization depends directly on how capable Itspersonnel are and how they are motivated to work. Capability of a person depends on
his ability to work, and the type of training he receives.While his personal capability is evaluated through proper selection procedure, his
training is taken care of by the organization. Today, training programmes offersomething for everyone from pre-employment preparation for the firm’s job to preretirement course to those who are due to retire soon (Prasad 1999).
A close evaluation of the works of Wayne (2003) still explains that there Is a correlation
between training and the manager’s work performance. He opines that training consists
of planned programs designed to improve performance at the individual, group and or
organizational levels. Improved performance which is an Indicator & effectiveness Inturn implies that there has been measurable change in knowledge, skills, attitudes and
or social behavior.
An organization’s competence Is nearly the product of experience, representing an
accumulation of laming over time and the built up over time of real proficiency.
Competencies have to consciously built and be developed- they don’t just happen. Such
efforts entail selecting people with the requisite knowledge and slcllls, upgradIng or
expanding indMdual’s abilities as needed, and then molding the efforts and work
products of Individuals Into a cooperative group effort to create original ability (Arthur
2001).
32
In today’s competitive world, every organization should invest In planned traIning ifmeaningful output Is to be realIzed. Any management worth Its name be It big or smallhas to Invest In its upgradIng the skills of Its people, at the same time providing In-putsfor their all-round performance. AU these call for well-planned approach to training, notan ad hoc towards approach which most organizations seem to content with (Murthy,1996).
Continuous iearning or life-long learning is a vital part of successful job performanceand organizationai effectiveness In today’s world.
When an organization introduces technIques & employee performance management,employees must be able to learn to work efficiently, developing effective technical and
people skiils in order to assume new responsibilities and they gave to learn to keep
pace with the changIng nature of work at their work place.
Responding to changes requires all sorts of skills. The ability to learn, to adapt tochange, to learn creative problem solving, and to communicate effectively. In addition,
employees must take personal and proactive responsibility for their careers to ensurefuture employability ad promotion. The realities of the contemporary work place will
continue to change, and this is why employees performance management is vitallyimportant tool in managing the performance of employees in a dynamic working
enSnronment (Martin L, 1993).A close review of the related literature leads one to condude that in-service training has
a strong positive relationship with effectiveness of head teachers. However, this
relationship may vary in degree from one head teacher to the other depending on the
individual’s capacity and the environment in which the IndMdual works.
33
Gaps in the studies
All the studies reviewed are relevant to this study however; most studies have touchedon in-service training not relating to effectiveness In public primary schools. Also all thestudies above were not done in Shinyalu DMslon, Kakamega County specifically. So thisstudy is bridging the gap of finding out If in-servIce training actually relates with headteachers effectiveness In schools In Shlnyalu DMslon, Kakamega County. And the areaof emphasis Is on schools results especially In national examinations.
34
CHAPTER THREE: METHODOLOGY
34) IntroductIon
This chapter was composed & Research design, research population, sample size,sampling procedures, research instruments, validity and reliability of the instruments,data gathering procedures, data analysis, ethical consideration and limitation of thestudy.
3.1. Research design
This research study was mainly quantitative and employed descriptive andcorrelation survey research design. Descriptive because it aimed at descilblng the
relationship between the two variables, Corelational since it aimed at finding the
relationship between the two variables too. Both quantitative and qualitative methodsof data collection .The researcher use a self administered questionnaire and interviews
together for necessary data for the research. The study used the survey design because
the research wanted to get precise information and make a conduslve result regardingthe in-service training and work productivity of teachers. According to Mugenda and
Mugenda (2003) the survey design is the best methods available to social scientist who
are interested in collecting original data for the purpose of describing a populationwhich is large to observe directiy.
3.2 Target population
The targeted population for the study was 343 teachers from the three zones and atotal of 56 head teachers of public primary schools.
3.4 Sample size
The sample size was determined using Sloven’s formula for teachers and head teachers.
The sample size of 200 respondents was selected.
35
Table 1: Sample size for teachers
Zone No of teachers Sample size —
1. South 133 77
2. West 100 58 -
3. Central 110 — 65
Total 343 200
Table 2: Sampling size determination
Zone Number of schools Sample size
South 20 20
West 18 18
Central 18 18
Total 56 56
Source: Primary data, 2012
33 Sampling procedures
To ensure appropriate representatives of all geographical segments of the study area,
the researcher involved cluster sampling aimed at allocation of specific number of
respondents (Teachers) to each administrative zone. All the 56 head teachers in the
Division were used. Al the 56 Head teachers were used because their total population
was not big and could therefore yield more accurate results.
The second stage involved proportionate sampling aimed at allocation of specific
number of respondents to each zone according to the total number of teachers in each
of the three administrative zones; this was followed by the selection of individual
respondents (teachers) using stratified random sampling.
36
3~6 Research instruments
A researcher made questionnaire was used to collect data on In-Service Training
Programmes and effectiveness of Head Teachers in Public Primary Schools in Shinyalu
Division Kakamega county- Kenya. The questionnaire involved questions divided as
follows:
A: Profile Questions
B: Questionnaires for head teachers on in-service training
C: Questionnaire for teachers on head teachers’ effectiveness
The questionnaire was used to collect both numerical and in depth data on the
entire three research question using questionnaires. This is because questionnaire can
generate statistical data. Amin, 2005.
Questionnaires collect qualitative, in depth information on all the three research
questions; this is the agreement with Mugenda and Mugenda, 1999 who state
questionnaires provides for greater depths of response. On the other questionnaires
were used on the entire three questions to collect quantitative data so as to measure
and generalize finding on the population. The questionnaires were administered to the
teachers and students because they are the possible target for in-service training and
work productivity of teachers.
37
33 Validity and reliability of instrument
33.1 Validity
According to Moser and Kalton (1971), validity is the success of a scale in
measuring what it was set out to measure so that differences individual scores can be
taken as representing true differences in characteristic under study.
The researcher consulted with his supervisor who ensured the relevance and
suitability of the content in the questionnaire which provide coverage of the objectives
of the study. The validity of the question was checked by the response acquired and the
content validity index (CVI). The validity of the questionnaire acquired was ensured by
employing the formula suggested by Handy (2007)
V= RQ
TQ
V= ~L = 075
36
Where V = validity
RQ Relevant Question
TQ =Total number of questions
The number of relevant question by the total number of question should be 0.75
for an instrument to be valid.
3.7~2 Reliability
The test- retest techniques was used to determine the reliability of the instrument to 8
respondents. The questionnaires were administered twice to the same respondents
and the result were the same. Since the variables yield above the Cronbatch alpha
value of 0.7 accepted for social sciences, it was concluded the instrument was reliable,
thus consistently measured what it was supposed to measure. The schools used
38
during piloting were left out of the main study. The questions that were not clear were
updated to meet performance standards.
39
3.8 Data Gathering Procedures
Before the administration of the questionnaires
1. An introduction letter was obtained from the College of Higher Degrees and
Research for the researcher to solicit approval to conduct the study from
respective schools
2. When approved, the researcher secured a list of the qualified respondents from
schools in charge and selected through stratified sampling from this list to arrive
at the minimum sample size.
3. The respondents were explained about the study and were requested to sign the
Informed Consent Form (Appendix 3).
4. The researcher appointed three research assistants to help during the study
5. The researcher produced more than enough questionnaires for distribution,
During the administration of the questionnaires
1~ The respondents were requested to answer completely and not to leave any part
of the questionnaires unanswered.
2. The researcher and assistants emphasized retrieval of the questionnaires within
five days from the date of distribution.
3. On retrieval, all returned questionnaires were checked if all were answered.
After the administration of the questionnafres
The data gathered was edited, coded and entered into the computer and statistically
treated using the Statistical Package for Social Sciences (SPSS).
3~9 Data analysis
The study used quantitative data analysis; the researcher used means to analyze
the Teacher in-service Training of teachers. Mean were also used to analyze the level of
teachers’ Productivity. Correlation analysis using Pearson’s product correlation
coefficient was used to analyze the relationship between Teacher in-service Training
and head teachers’ effectiveness. (Kothari, 1990:160). According to Kothari data
analysis takes place after the data have been collected. Analysis of data requires a
40
number of closely related operations such as. estimation of categories application ofthese categories to raw data through coding, tabulation and then drawing statisticalInference. Collected data was condensed In a few manageable groups and table forfurther analysis. Thus the researcher classified the raw data Into purposeful and useablecategories.
The responses were analyzed using the range below;Mean Range Response Mode Interpretation3.60-4.00 strongly agree Very high2.50-3.59 Agree High
1.96-2.49 DIsagree Low1.00-1.95 strongly disagree Very low
3.1.0 Ethical considerations
To ensure confidentiality of the Information provided by the respondents and to
ascertain the practice of ethics In this study, the following activities were Implementedby the researcher:1. The respondents were coded Instead of reflecting the names or InItials.
2. Soliciting permIssion was done through a written request to the concerned officials
and head teachers Included In the study.3. Respondents were requested to sign the Informed Consent Form (AppendIx 3)4. The researcher acknowledged the authors quoted In this study and the author of the
standardized instrument through citations and referencing.5. Presented the findings In a generalized manner.
42.
3~11 Limftations of the study
The study was limited by:
Lack of co-operation from some respondents
ii. Geographical area to be covered was wide.
42
CHAPTER FOURPRESENTAflON, ANALYSIS AND INTERPRETAflON OF RESULTS
4.0 IntroductionIn this chapter, the result of the study were presented, analyzed and Interpreted
precisely. The study employed questionnaires to obtain data from the .fleld. Thepresentation was dMded In to two parts. The first part presents the presentation,interpretation and analysis & the research questions two, three and four.
Level of In-Service Training of Head Teachers of Public Primary Schools inShinyalu Division, Kakamega County, KenyaThe independent variable in this study was the level of In-service training of head
teachers of public prImary schools In Shinyalu division-Kenya, for which the researcherwanted to determine its level. Level of In-service training of head teachers was broken
into three constructs (programmes supporting the Head teacher development wIth 12
questions, how professional development Is beneficIal to them wIth 11 questions and
preventing them from particIpating in more professIonal development than they did Inthe last two years with 6 questions). Each of these questions was based on the four
Ukert scale, where 1= strongly dIsagree, 2= disagree, 3= agree and 4= strongly agree.
Respondents were asked to rate the level of In-service traIning of head teachers byindicating the extent to which they agree or dIsagree with each question and their
responses were analyzed using SPSS and summarIzed using means as Indicated intables 3A and 3B below;
43
Table 3: Level of In~Service Training Of Head Teachers in Public Primary
Schools in Shinyalu Division, Kenya
Categories Interpretatio RankMean n
~Supporting the aspects of Head teacher 1development 3 ~ Very highQualification programme (e.g. a degree programme)Mentoring and/or peer observation and coaching, as 3 05 High 2part of a formal in-service program arrangement —~
Reading professional literature (e.g. journals, High 3evidence-based papers, thesis papers) strongly 3 01
~ impacts on you during Professional developmentsessionsObservation visits to other schools, division and 2 80 High 4districtsParticipation in a network of head teachers formed High 5specifically for the professional development of 2.71teachersyou receive scheduled time for undertaking the High 6professional development that took place during 2.65regular work hours?
~ Individual or collaborative research on a topic of 2 60 High 7interest to you professionally______Courses/workshops (e.g. on subject matter or 2 ~ High 8methods and/or other education-related topics)Education conferences or seminars (where teachers Low 9and/or researchers present their research results and 2.45discuss educational problems)your school pays for your head Teacher Development 2 41 Low 10
9~Eyou receive a salary supplement for undertaking the Low 11professional development activities that took place 2.27outside regular work hoursEngaging in informal dialogue with your colleagues onhow to improve your administration strongly impacts 1.94 Low 12on you during_Professional_development_sessions~Average mean Z65 HighSource: Primary data, (2012)
44
Mean range Response range Interprelatlon3.26 - 4.00 strongly agree Very high2.51 - 3.25 Agree High1.76-2.50 Disagree Low1.00 - 1.75 strongly disagree Very low
Supporting the aspects of Head teacher development as the construct of In-servicetraining of Head teacher, results in table 3 indicate that this construct was rated high onaverage (mean = 2.65), stIll results indicate that the highest rated item under this
construct was rated very high; Qualification programme e.g. a degree programme(mean = 3.35), hence confirming that this supports the aspects of Head teacherdevelopment. Concerning monitoring and / or peer observation and coaching, as part &a formal in service program arrangement, this was ranked 2~ with (mean = 3.05),
interpreted as high. This means that Head teachers acquired skills in terms of
monitoring, and coaching after their in — service training.
Regarding whether reading professional literature strongly impacts the head teachersduring professional development sessions, this was ranked third, with (mean = 3.01)
interpreted as high. This means that head teachers agreed that reading professionalliterature enhances their competencies in leading and managing the schools. Items thatinclude, Observation visits to other schools, division and districts, was ranked 4th, with(mean = 2.80), interpreted as high. The item “Participation in a network of head
teachers formed specifically for the professional development of teachers” was ranked5th with (mean = 2.71) interpreted as high. In terms of whether the heaØ teachers
receive scheduled time for undertaking the professional development that took place
during reguiar work hours, this was ranked 6th with (mean = 2.65) interpreted as high.The item “Individual or collaborative research on a topic of Interest to you professionally
and Courses/workshops” was ranked 7th with (mean = 2.59) Interpreted as high.
45
Concerning Education conferences or seminars, the item about this was ranked gth with
(mean = 2.45), interpreted as low. In terms of whether the school pays for head
Teacher Development Programs, this was ranked 10th with (mean = 2.41), interpreted
as low. This mean that schools do support but at a very low level. In term whether
head teachers receive a salary supplement for undertaking the professional
development activities that take place outside regular work hours, this was ranked 11th
with (mean = 2.27), interpreted as low. The lowest rated item under this construct
was; Engaging in informal dialogue with your colleagues on how to improve your
administration strongly impacts on you during Professional development sessions (mean
= 1.94), indicating that this aspect does not support the aspects of Head teacher
development.
Generally, the level of in — service training of head teachers in public primary schools in
Shinyalu division, Kenya was high with mean (2.65), interpreted as high. This means
that head teachers have undergone adequate in — service programs, The highest rated
item was on Qualification programme, with (mean = 3.35), interpreted as high. The
lowest rated item was “Engaging in informal dialogue with your colleagues on how to
improve your administration strongly impacts on you during Professional development
sessions” with (mean = 1.94), interpreted as low.
46
TabOe 4: Professionall development
Professional development has benefitedyou in these domainsTeachinci students with special learninq needsStudent/teacherproblemsContent and performance standards in myadministrationStudent/teacher counselinqSchooVteacher_manaqement and administrationICT skills for teachinq and administrationWorking in a multicultural settingKnowledge and understanding of instructionalpractices (knowledge mediation) in all subjectareasStudent/teacher~Classroom/school management —~ ________
Knowledge and understanding of all subjectareas _______
~verage meanPreventing from participating in moreprofessional development than you did inthe last 2 yearsProfessional development conflicted with mywork schedule. _____
Professional development was too expensive/Icould not afford it ______________
I didn’t have time because of familyrespon~bWties. ______________________There wasa lack of employ~ suciciortThere was no suitable professional developmentoffered ______
I did not have thequalifications, experience,Average mean __________________
Overall mean
Source: Primary data 2012
Mean
Interpretation
,_____ 3.02 j~Jgh 1discipline and behavior 2.98 High 2
Rank
2.92 High 3
- — 2.90 High 42~2P ~ 52.79 High 6 —
2.73 Hiqh2.72 High
78
2.42 Low2.38 Low2.32
9
Low1011
233 High
3.03 High 1
3.03 High 2
2.88 High 3
- 165 ~gh 42.41 Low 5
pre-requisites (e.g. 1.81 JLow 6and seniority)~ —_____
2.63 High2.67 High
47
Mean range Response range3.26 - 4.00 strongly agree Very high2.51-3.25 Agree High1.76-2.50 Disagree. Low1.00 - 1.75 strongly disagree Very low
Results in Table 3B indicate that the level of In — service training for Head teachers isgenerally high and this is indicated by the overall mean of 3.45 interpreted as very high.It should be noted that the independent variables represent the perceptions of
respondents regarding these concepts. All the items for the independent variables weremeasured on a 4— point scale (1 = strongly disagree to 4 = strongly agree). In termsof professional development, the item was divided into two categories, namely:
(I) Professional development has benefited you in these domains
This variable was measured by eleven items. Respondents were asked whether theyagreed with the statements under investigation. Responses reveal that partidpatlon in
professional development was high (mean = 2.73). The highest rated Item was“Teaching students with special learning needs” with (mean = 3.02), interpreted ashigh. This means that head teachers gain methods effective for teaching learnersspecial needs through in — service training. In terms of whether discipline and behaviorof teacher / learners, this item was ranked 2~ with (mean = 2.98) interpreted as high.
This means that head teachers acquire skills of enhancing discipline of students and
teachers.
In terms of content and performance, counseling, iCY skills, management and
administration skills, working In a multicultural setting, and Knowledge and
understanding of Instructional practices (knowledge mediation) in all subject areas,
these were all rated high. Meaning that head teachers acquired different sidils thatenhanced their working. However, in terms of whether head teachers acquired
48
techniques and skills in terms of assessment practices, dass room management, andknowledge and understanding of all subject areas, these Items were all rated high.
(II) Preventing from parddpatlng In more professional developmentthan you did In the last 2 years
Six Items measured this variable and respondents were asked whether they agreed withthe statements therein. Responses indicated that this concept was rated high on
average (mean =2.63). The items “Professional development conflicted with my workschedule” and “Professional development was too expensive/I could not afford it” weretied up In the first rank with (mean = 3.03), interpreted as high. This means that headteachers agreed that professional development affected their work schedules as there Is
always a need to perform better in their studies as become effective in their work. PJsothey agreed that professional development was too expensive, in terms of time andmoney.
The item “I didn’t have time because of family responsibilities” was ranked third withmean (2.88) interpreted as high. This implies that some head teachers lack enoughtime for professional development because of family responsibilities hence redudngtheir time to be part of professional development seminars and workshops. In terms of
whether the employers support professional development seminars and workshops, this
was ranked 4th with mean (2.65), interpreted as high. This means that the employers
support professional development of their employees. The item “There was no suitable
professional development offered” was ranked 5th with mean (2.41) interpreted as low.This implies that there is suitable professional development courses offered to head
teachers. The last ranked item was “I did not have the prerequisites (e.g.
qualifications, experience, and seniority).” With mean (1.81) interpreted as low.
Overali professional development is high with mean (2.67), interpreted as high.Implying that there is a good effort made by stakeholders to provide professional
49
development to the head teachers. The highest rated item was “Professional
development conflicted with my work schedule” with mean (3.03) interpreted as high.The lowest rated item was “I did not have the pre-requisites (e.g. qualifications,
experience, and seniority)” with mean (1.81) interpreted as low.
Lev& of Effectiveness of Head Teachers in PubNc Primary Schoolls in Shinyalu
Division-Kenya
The dependent variable in this study was the level of Effectiveness of head teachers of
public primary schools in Shinyalu division — Kenya, for which the researcher wanted to
determine its level. Effectiveness of head teachers was broken into three constructs
(planning and preparation for administration with 8 questions, School culture with 8
questions and assessment with 8 questions). Each of these questions was based on the
four Likert scale, where 1= strongly disagree, 2= disagree, 3= agree and 4= strongly
agree. Respondents were asked to rate the level of Effectiveness of head teachers by
indicating the extent to which they agree or disagree with each question and their
responses were analysed using SPSS and summarized using means as indicated in
tables SA and 5B below;
50
Table 5: Level of Effectiveness of Head Teachers of Public Primary Schools in Shinyalu
Division-Kenya
Category Mean Interpretatb Rank________________________________________ ______ n _______
Pla nn ~ng and preparation for admhi istrationYour Head teacher Identifies challenges facing 3.32Teachers and deals with them appropriately ______ Very high 1Your Head teacher recognizes the potential of 3.16 High 2every TeacherYour head teacher responds sensitively to the 2.94 High 3various stages of the emotional, physical, andintellectual_devejpp~pent of Teachers _____ _______________
Your head teacher is always punctual 2.71 High 4Your head teacher demonstrates the ability to 2.63 High 5discuss on an appropriate level the subject matterrelated to their work with Teachers _______ ______________
Your head teacher is available to Teachers at 2.62 High 6appropriate times ________ _______ ____________ —____
Your head teacher ensures plans for and creates 2.61 High 7assessments that measure Teachers’ achievementagainst standardsYour head teacher uses current ideas, concepts, 2.57 High 8and resources to supplement and enrich thecurriculum _______
Average mean ____________ ______ Z82 ~ ______
School CultureAssists Teachers in establi~gg~ goals_for_ in 2.98 jg_ 1Develops readiness for learnhig — _________ 2.93 High 2Head teacher creates and enab ~g ironment 2.86 j~Jgh 3Involves Teachers in teaching experiences that 2.83 High 4cad to optimum performance ____________ ______ ______________ ______
Demonstrates a focus to all Teachers success and 2.69 High 5growth ____ ____ ___________ _______
Acts in a manner that fosters and reflects 2.49 Low 6cooperation and mutual ~pççt________________ ______ —____________ ______
Nurtures the development of positive inter-group 2.40 Low 7and intra-group_relationsThe head teacher provides supplemental materials 2.25 Lowand aids _______ ______ ___________________ ______
Average mean ______ Z68 i~~iiSource: Primary data, 2012
51
Mean range Response range3.26 - 4.00 strongly agree Very high2.51 - 3.25 Agree High1.76-2.50 Disagree Low1.00 - 1.75 strongly disagree Very low
It should be noted that the dependent variables represent the perceptions ofrespondents regarding these concepts. All the Items for the dependent variables weremeasured on a 4 —point scale (1 = strongly disagree to 4 = strongly agree), andtherefore it was dMded Into three categories, namely:
(i) Planning and preparation ftr administrationThis variable was measured by eight items. Respondents were asked whether theyagreed with the statements under investigation. Responses reveal that planning and
preparation for administration was rated high with (mean = 2.82). Still results indicate
that the highest rated item of this construct was; Your Head teacher Identifieschallenges fadng Teachers and deals with them appropriately (3.32), indicating that the
Head teachers perform very well when It comes to challenges facing Teachers. Thelowest rated item was “Your head teacher uses current Ideas, concepts, and resourcesto supplement and enrich the curriculum” with mean (2.57), Interpreted as high.
(II) School culture
In this category, eight Items measured this variable and respondents were asked
whether they agreed with the statements. Responses indicated that this concept was
rated high on average (mean = 2.68). The highest rated item was “Assists teachers In
establishing goals for teaching” with (mean = 2.98), Interpreted as high. This means
that head teachers helped the teachers In setting teaching goals. Still results indicate
that the lowest Item under this construct was; the head teacher provides supplemental
52
materials and aids (mean = 2.25), confirming that head teachers do not perform well
when it comes to this aspect, and therefore a need by them to improve.
(ni) Assessment
This category contained 8 items. The means of the respondents are shown in table 4B
below:
TaNe 6: Assessment
Assessment
The head teacher shares and clearly
communicates school mission, vision and long
term objectives to Teachers
The head teacher Uses effective professional
language which provide Teachers with
opportunities to participate actively
Assists teachers with self management skills.
Provides opportunity for one to one interaction
with Teachers
Utilizes different types of assessment activities 2.62
Collects and shares evidence of Teachers’ 2.60
teaching methods
Conveys assessment results to Teachers in a 2.53
timely manner
The head teacher Demonstrates current
knowledge of curriculum in subject areas
Average mean
OveraN mean
Source: Primary data, 2012
Interpretat~ Rank
on
High
Mean range Response range Interpretation
Mea
n
3.19 1
3.14 High 2
2.68 High
2.66 High
3
4
High
High 6
High 7
2.44 Low 8
Z68 High
53
3.26 - 4.00 strongly agree Very high2.51 - 3.25 Agree High1.76-2.50 Disagree Low1.00 - 1.75 strongly disagree Very low
Results in table 48 indicated that this construct was rated high on average (mean =
2.68), the highest rated item under assessment was rated very high; The head teachershares and clearly communicates school mission, vision and long term objectives toTeachers (mean = 3.19), hence confirmIng that the head teachers averageiy fulfill theirobligations at school. The lowest rated item under this construct was; The head teacher
demonstrates current knowledge & cuniculum in subject areas (mean = 2.14),
indicating that the Head teachers do not perform well as regards to thIs aspect ofeffectiveness.
Overall, the Level of Effectiveness of Head Teachers of PublIc Primary Schools in
Shlnyaiu Division - Kenya was rated high with (mean = 2.74), Interpreted as high. Thisimplies that as a result of in — service training & head teachers, this has improved the
effectiveness of teachers in schools where the head teachers have undergone In —
service training. The highest rated item was “Your Head teacher Identifies challengesfadng Teachers and deals with them appropriately” with mean (3.32), interpreted asvery high. The lowest rated item was “The head teacher provides supplemental
materials and aids” with mean (2.25), Interpreted as low.
Relationship between the Levels of In — Service Training for Head Teachers
and Effectiveness of Head Teachers of Public Primary Schools in Shinyalu
Division-KenyaThe last objective in this study was to establish whether there is a relationship betweenlevel of In — service training for Head teachers and Effectiveness of Head teachers of
pu.biic primary Schools In Shinyalu DMsion — Kenya. For this, the researcher stated a
54
null hypothesis that there is no significant relationship between level of In — service
training for Head teachers and Effectiveness of Head teachers of public primary Schools
in Shinyalu Division — Kenya. Therefore to achieve this objective and to test this null
hypothesis, the researcher correlated the means on In — service training for Head
teachers and those on Effectiveness of Head teachers using the Pearsonrs Linear
Correlation Coefficient, as indicated in table 7;
Table 7: Relationship between the level of In-service training for Head
teachers and Effectiveness of Head teachers of public primary Schools in
Shinyalu Division-Kenya
Effectiveness of Head teachers
Source: Rimary data, 2012
Results in Table 7 indicated a strong positive significant relationship between the level
of In-service training for Head teachers and Effectiveness of Head teachers of public
primary Schools in Shinyalu Division-Kenya, since the sig. value (0.000) was less than
0.05, which is the maximum level of significance required to declare a significant
relationship. This implies that better In-service training for Head teachers improves
effectiveness of Head teachers. Therefore basing on these results the stated null
hypothesis was rejected and a conclusion is made that better In-service training for
Head teachers, enhances effectiveness of Head teachers.
The results in the table above agrees with the Kamunge Report (1998), which
recognized the importance of inspectorate and recommended training of head teachers
~s. the first line inspectors of their schools. This is also in agreement with Eshiwani
~1987), who observed that KEMI is in the process of examining its methodologies to
Variables correlated
In-service training for
teachers
55
enhance effectiveness and efficiency in courses such as conferences and seminars for
head teachers to enhance their effectiveness is school administration and management.
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5J. Introduction
This chapter presents Discussion of findings and conclusion derived and drawn from the
study after having presented, analyzed, discussed, the findings and recommendations
that can be adopted and implemented to overcome the problems highlighted
5~2 Discussion
This study was set to find out the relationship between In-service training for Head
teachers and Effectiveness of Head teachers of public primary Schools in Shinyalu
Division-Kenya. It was guided by three specific objectives, that included determining
the; i) determining the level of In-service training for Head teachers; ii) the level of
Effectiveness of Head teachers; iii) the relationship between In-service training for Head
teachers and Effectiveness of Head teachers of public primary Schools in Shinyalu
Division-Kenya.
The Lev& of In — Service Training for Head Teachers of PubNc Primary
Schools in Shinyalu Division Kenya
Data analysis using means showed that the level of In-service training, for Head
teachers was rated high and this was indicated by the overall mean (mean = 2~67) and
this implies that on overall In-service training for Head teachers was highly
advantageous to both Head teachers and Teachers of public primary Schools in
Shinyalu Division-Kenya. This finding was in support of Armstrong (1992), who asserted
that performance as a strategic and integral approach to delivering sustained success to
organisations by improving performance of people who work in them and develop
capabilities, which can be done through professional development or on work trainings.
The highest rated item of In-service training for Head teachers was; i) Qualification
56
programme (e.g. a degree programme) (mean = 3.35), indicating that Head teachers
performed very well when it comes to this item, and yet the lowest rated item was; I
did not have the pre-requisites e.g. qualifications, experience, and seniority (mean =
1.81). Implying that the Head teachers failed when it comes to such aspects. This
implies that most Head teachers have low academic qualifications.
The Lev& of Effectiveness of Head Teachers of PubOic Primary Schools in
Shinyallu Division — Kenya
The level of Effectiveness of Head teachers was also rated high and this was indicated
by the overall mean (mean = 2.74), and this implies that these Head teachers are
effective towards their Teachers. This conforms to Kanungu (1982) who assumed that
facilities and use of teaching aids in schools leads to better performance in
examinations. He argued that performance is determined by the efficiency with which
the resources (human and capital) are organized and managed to raise pupils’
performance. This also agrees with Indoshi (1993), who points out that availability of
enough relevant resources or teaching materials is important if instructions to avoid
over emphasis on routine skills. Oni (1995) and Aghenta (1999) in their studies found
out that there is a significant relationship between materials resources and academic
performance. Still the findings indicate that the highest rated item under Effectiveness
of Head teachers was; Your Head teacher Identifies challenges facing Teachers and
deals with them appropriately (mean = 3.32), meaning that the Head teachers
performed effectively regarding this item, and yet the lowest rated item of Effectiveness
of Head teachers was; The head teacher provides supplemental materials and aids
(mean = 2.25), implying that when it comes to such responsibilities the Head teachers
do perform poorly.
Relationship between In Service Training For Head Teachers and
Effectiveness of Head Teachers of Public Primary Schools in Shinyalu Division
Kenya
Finally, the findings indicated a positive significant relationship between the level of In-
service training for Head teachers and Effectiveness of Head teachers of public primary
57
Schools in Shinyalu Division-Kenya. This is shown by the fact that the sig. value was
less than the maximum sig. value of 0.05 considered in social sciences. These findings
concur with Prasad (1999) who said that Training imparts skills and knowledge to
employees in order to contribute to the organizations efficiency and effectiveness and
to be able to cope with the pressures of changing environment. The viability of an
organization depends to a considerable extent of skills. The efficiency and effectiveness
of an organization depends directly on how capable its personnel are and how they are
motivated to work. Capability of a person depends on his ability to work, and the type
of training he receives. While his personal capability is evaluated through proper
selection procedure, his training is taken care of by the organization. Today, training
programmes offer something for everyone from pre-employment preparation for the
firm’s job to pre- retirement course to those who are due to retire soon (Prasad 1999).
2 Condusions
From the purpose of the study, the researcher generated the following conclusions;
Strengths, The level of In — service training of Head teachers is generally high, which
indicated that Head teachers usually fulfill their responsibilities assigned to them. On
aspect like; Your Head teacher Identifies challenges facing Teachers and deals with
them appropriately this was very high.
The level of Effectiveness of Head teachers was also found to be high and this indicated
that these Head teachers always do their work effectively.
Weaknesses, On aspects like; I did not have the pre-requisites e.g. qualifications,
experience, and seniority was rated low which means that some Head teachers do not
have the requirements of being Head teachers.
Still on aspects like; the head teacher provides supplemental materials and aids, this
aspect was rated low and this therefore indicated that some Head teachers hardly fulfill
their responsibilities effectively.
58
Testing of Hypothesis, There was a significant relationship between the ieveis & levei ofIn-service training for head teachers and Effectiveness of head teachers of publicprimary Schools in Shinyalu Division — Kenya, this means that Improved In-servicetraining for Head teachers, enhances their Effectiveness.
The findings Indicate that aithough In-service training enabled head teachers toimprove in the effectiveness of dimensions of school management and administration,students counseiing e.t.c It did not enable them to improve on their dImension, whichincluded student’s assessment, knowledge of Instructional practices, e.tc there istherefore need to ensure that in-service training given to teachers improves theirteaching abilities in totaiity.
the researcher conduded that the level of In - service traInIng of Head teachersis generally high, which Indicated that Head teachers usualiy fulfill their responsibilities
assigned to them. On aspect like; Your Head teacher Identifies challenges facingTeachers and deals with them appropriately this was very high. Weaknesses on aspectslike; I dId not have the pre-requisites e.g. qualifications, experience, and seniority wasrated low which means that some Head teachers do not have the requirements of beIng
Head teachers. A strong positive significant relationshIp between the level of In-servicetraining for Head teachers and Effectiveness of Head teachers of pubiic primary Schoolsin Shinyalu Division-Kenya, since the sig. value (0.000) was less than 0.05, whIch is the
maximum ievei of significance required to declare a significant relationship. This ImplIes
that better In-service training for Head teachers improves effectiveness of Head
teachers. Therefore basIng on these results the stated nuil hypothesis was rejected and
a conduslon is made that better In-servIce trainIng for Head teachers, enhanceseffectiveness of Head teachers
5.3 RecommendatIonsFrom the findings and the conclusions of the study, the researcher recommends that
there is need to encourage Head teachers to dlrectiy involve themselves In the In-
59
service training programmes organized for them. Having seen that there is a positiverelationship between In - service training and effidency, it Is therefore important thathead teachers directly involve themselves in this so as to enhance efficiency.In line with above, Head teachers need to be Informed about the advantages of theseIn-service training programmes organized for them. Publications like this researchshould always be done to highlight the advantages of in — service training for teachers.This will motivate head teachers to be involved in these programmes and enhanceefficiency and effectiveness.Head teachers should share their experience and knowledge with their Teachers hence
succeeding in their work. Sharing experiences with teachers would motivate teachers totake up in — service courses In a vIew of extending their knowledge horizons and
therefore be productive In their work.Head teachers should ensure quality working relationship between them and theirTeachers hence improving on their effectiveness. Strong organIzations are build up onstrong leadership and commitment of stakeholders. Good leadership will lead to a goodrelationship between the head teachers and the subordinates.The Head teachers should demonstrate current knowledge of curriculum In subjectareas by coaching and mentoring their staff to improve on the work produced.The head teacher should use the acquIred knowledge from in — service training since itis of great Importance towards curriculum design, development and implementation asthis will therefore improve on the subject matter and teaching methods, thus improving
the performance of learners and achievement after school.Those Head teachers who do not have the pre — requisites should go back for furtherstudies such that they attain the required qualifications. In service training is importantand helpful for already working head teachers. Therefore, It Is viable to do In — servicetraining so as to broaden their spheres of knowledge and mastery.The Head teachers should provide supplemental materials and aids to their Teachers
3nd hence Improving on the quality of work produced by Teachers.
~reas for further research
60
Prospective researchers and even students should be encouraged to research on thefollowing areas:
1. ProfessIonal development and school culture In public primary Schools InShlnyalu DMslon-Kenya.
2. In-servIce training for head teachers and preparation for administration amongpublic primary Schools In Shlnyalu DivisIon-Kenya.
3. In-servIce training for head teachers and Assessment of Teachers In public
primary Schools In Shlnyalu DMsion-Kenya.
61
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66
APPENDIX I
TRANSMITTAL LETTER
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RO Bo~< 20000, Karnpa~a, Ug~ndC to. +256i4~2668i2~ ~2 ~ ~
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how ci cdidCt is a hon~$idc student oF Kimpala Inte n horoiii Mu H s D~gie~ i Ed tcabon 1 11 inc je~ icr
(1 1 ow uc Lug H lId ‘1 ~rfr (internship) cn ~a ~c r I 1 F Up
jrj o (5 5 Ic mon ha been identifieo d 3 a valuable ~ou (a o inrorrnation
lOll c ro ~ p. no purpose of this letter then is to rc qucsc ou m ivI s UI it 11 01 CL nlty to serve in youi Inst~tutio 1.
F sim d wrih him will be used tor academic purpo;es only and s IPH oh fl5~ C I ~iidonua It
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67
APPENDIX II
INFORMED CONSENT
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Ant m m Aiui h v d wi h him Fr m yw ir oi g ~ni 0 mi h ii Fri F ml0(13 ‘u~I i 000’ i .ntiolo y
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68
APPENDIX III
PERMITAL LETTER FROM EDUCATION OFFICE
I DU AnONF’I ME T
P.fl I
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69
APPENDIX IV
CLEARANCE FROM ETHICS COMMITTEE
Date_______________
Candidate’s Data
Name__________________________________
Reg.No.
Course
Title of Study
Ethical Review Checklist
The study reviewed considered the following:
Physical Safety of Human Subjects
Psychological Safety
Emotional Security
Privacy
Written Request for Author of Standardized Instrument
Coding of Questionnaires/Anonymity/Confidentiality
Permission to Conduct the Study
Informed Consent
Citations/Authors Recognized
Results of Ethical Review
Approved
Conditional (to provide the Ethics Committee with corrections)
Disapproved/ Resubmit Proposal
Ethics Committee (Name and Signature)
Chairperson
Members ______________________________
70
APPENDIX V
INFORMED CONSENT
I am giving my consent to be part of the research study of Mr. Mark Antony
Anzimbu that focuses on “In — service training and Effectiveness of Head teachers
in public primary schools in Shinyalu Division, Kakamega County, Kenya”
I shall be assured of privacy, anonymity and confidentiality and that I will
be given the option to refuse participation and right to withdraw my participation
anytime.
I have been informed that the research is voluntary and that the results will
be given to me if I ask for it.
Initials ______________________________________
Date ___________________________________
71
APPENDIX VIA. RESEARCH INSTRUMENT - QUESTIONNAIRE
RESEARCH INSTRUMENT
Dear respondent,I am Mark Anthony Anzlmbu a student at Kampala International University In my finalyear pursuing a Master’s Degree In Education Administration and management I amcarr~1ng out a research as a partial fulfillment of the award & a Master’s Degree. My
research topic Is; in-service training and effectiveness & head teacher~ In public
primary schools, Shinyalu Division, Kakamega — Kenya.
Kindly answer all the Items in the questionnaires with utmost good faith. I will begrateful to get your feedback and I promise to keep high levels of confidentiality.A) PROFILE QUESTIONS FOR HEAD TEACHERS AND TEACHERS
Respondent’s Information
Tick on the correct option
Gender
_____Male
___FemaleAge in years
_____ 20-3031-40
41-5051 and above
Marital status
Single
____Married____Others (specify)
72
Highest educationa’ leve~
______0-level
______A-level
____Other (Specify)Professiona’ qua~ification
P1 certificate
______DiplomaDegree
______Other (specify)How long have you been in your current school?
_____Below 3 years
3-6 years
__j- 10 years
B) Lev& off In-Service Training for head Teachers in public Primary schools
inShinyalu Division, Kakamega County
In-service training for Head Teacher 1234
Your ~n-servke tr&ning programs suppo~ these aspects of head
Teacher Development?
Read~g professional literature (e~~ journals, evidence-based papers, —~
thesis papers) strongly impacts on you during Professional development
sessions
Education conferences or seminars (where teachers and/or researchers
present their research results and discuss educational problems)
Qualification programme (e~g. a degree programme)
Observation vi~ts to other schools, division and districts — —
Engaging in informal dialogue with your colleagues on how to improve
your administration strongly impacts on you during Professional
73
development sessions
Individual or collaborative research on a topic of interest to you
professionally
Participation in a network of head teachers formed specifically for the
professional development of teachers
Courses/workshops (e~g. on subject matter or methods and/or other
education-related topics)
you receive a salary supplement for undertaking the professional
development
activities that took place outside regular work hours
your school pays for your head Teacher Development Programs
you receive scheduled time for undertaking the professional development —
that took place during regular work hours?
Mentoring and/or peer observation and coaching, as part of a formal in- —
service program arrangement
Professiona~ Development has benefited you in these domains;
School/teacher management and administration
Student/teacher counseling
Student/teacher discipline and behavior problems —~
Content and performance standards in my administration —
Working in a multicultural setting
~d~t/teacher assessment practices — —
Classroom/school management
ICT skills for teaching and administration
Knowledge and understanding of instructional practices (knowledge
mediation) in all subject areas
Teaching students with special learning needs
Knowledge and understanding of all subject areas
74
Sub Total
The followingprevented you from participating in more
professional development than you did in the last 2 years?
There was a lack of employer support
I didn’t have time because of family responsibilities. — —~
Professional development was too expensive/I could not afford it —
I did not have the pre-requisites (e.g. qualifications, experience, and
seniority).
Profes~onal dev~opment conflicted with my work schedule.
There was no suitable professional development offered
C) Level of effectiveness of head teachers of public primary schools in
Shinyalu Division, Kakamega County
Head teacher effectiveness 1. 21
Planning and preparation for administration
1 Your head teacher is always punctual
2 Your Head teacher recognize the potential of every Teacher — —~~T•
Your Head teacher Identifies challenges facing Teachers and deals
with them appropriately
Your head teacher respond sensitively to the various stages of the
emotional, physical, and intellectual development of Teachers
Your head teacher demonstrates the ability to discuss on an — —~
appropriate level the subject matter related to their work with
Teachers
Your head teachers is available to Teachers at appropriate times
Your head teacher uses current ideas, concepts, and resources to
supplement and enrich the curriculum-~
-L
3~
3
4
5
6
7
75
8 Your head teacher ensures plans for and creates assessments that — —
measure Teachers’ achievement against standards
School culture
1: Develops readiness for learning
~ ~ ~A~sists Teachers in estab~shing goals for teaching3. Involves Teachers in teaching experiences that lead to optimum
performance
4 Demonstrates a focus to all Teachers success and growth
5 Nurtures the development of positive inter-group and intra-group
relations
6 The head teacher provides supplemental materials and aids — — —
7 Acts in a manner that fosters and reflects cooperation and mutual — —
~ respect
8 -~ Head teacher creates and enabling environment —
Assessment
1. The head teacher Demonstrates current knowledge of curriculum in
subject areas
2 The head teacher shares and clearly communicates school mission,
vision and long term objectives to Teachers
3 The head teacher Uses effective professional language which provide 1 — -~
Teachers with opportunities to participate actively
4 Collects and shares evidence of Teachers’ teaching methods
5 Utilizes different types of assessment activities
6 Conveys assessment results to Teachers in a timely manner
7 Provides opportunity for one to one interaction with Teachers
~ 8 j Assists teachers with self management skills.
76
SHINYALU DIVISION,
APPENDIX VII
KCPE RESULTS FOR 5 CONSECUTIVE YEARS
(2OO7~2O11)
YEAR ENG KISW. MATHS SCIENCE SS/RE TOTAL
2007 49~34 52.19 47.06 50.12 48.90 247.61
2008 51.72 54.83 47.94 50.91 50.43 255.84
2009 48.59 49.81 45.73 45.40 46.90 236.45
2010 49.27 51.50 46.62 48.28 47.07 242.78
2011 50.05 53.14 48.25 48.94 50.78 251.16
Source: Secondary data: Divisional Educational office- Shinyalu, 2012
77
— — 17
3
APPENDIX VIII
FORMULAE
SLOVEN’S FORMULA
n= Sample size
N= Total population
e = 0.05 (margin of error)
VALIDITY INDEX
— 0 085
= 0~05
3
Profile of respondent
Gender Male 47 47Female 6 6 12%
Age Below 30 years 031-50 years 4151 and above 12
arital status Single 0 - do - O%Married 47 88%Others 6 12%
Educational 0-Level 33 - do - 63%level A-level 7 13%
Degree 5 9%~
Source: Primary Data (2012)
78
APPENDIX IX
CURRICULUM VITAE (C.V.)
PERSONAL DETAILS
Gender
Date of birth
Nationality
Marital status
Languages
Religion
Contact address
Kakamega
Cell Phones
anzi [email protected]
CAREER OBJECTIVE
V To be professional in task and duty performance so as to realize best results in
all undertakings thus effective achieving the employer’s goals and objectives.
2011 - 2013 Kampala International University
Masters of Education Administration and
Management (Master’s student)V Theories and Principles of Education Management
V Organizational Behavior
V Management Information Systems in Educational Institution
V Academic Ethics in Higher Education
V Economics of Education
Cl
CURRICULUM VITAE
Mr. Anzimbu Mark Antony
PHOTO
Male
1963
Kenyan
Married
English, Kiswaili, &Luhya
Christian
Box 146 50100,
+254 712 614 111
+254 733 425 682
79
S
V Educational Planning and Management in Higher Education
V Statistical Methods in business Research
V Research Methods
V Policy Studies in Educational Management
V Educational Systems Analysis
V Cost Analysis and Financial resource Management
V Legal Aspect of Educational Management
V Strategic Human Resource Management
V School Mapping and Facilities Analysis
V Project Planning and Management
V School Supervision and Inspection
V Practicum in Educational Management
2006 - 2010 MasindeMuliro University of Sdence and
Technology Bachelor of Education (Arts), 2nd
class Honours, Upper Division,V Communication skills, Quantitative skills
V Development concept and Application
V Theories, Models, Techniques, Evolution and Application of Guidance and
CounselingV State, Society (communities) and Sustainable Development
V Religious Studies, Culture, Communication and Sustainable Development
V Sociology of Education, Comparative Education
V Educational Administration and Management
V Education Planning, Project Appraisal, Measurement and Evaluation
V Environmental studies, Research Methodology and Fieldwork
V Family, Sex and Marital Counseling; Professional Ethics and public Law
CounselingV Entrepreneurship, Education and Economics,
V Human growth and Sustainable Development
80
/ History of Christianity, Comparative Religion, Culture and Sustainable
Development
1997 Eregi Teachers Training CoHege; Primary School
management certificateV School Administration, Development Planning and Resource Management
V Strategic Planning, SWOT Analysis, Monitoring and Evaluation, Guidance and
Counseling
1987 Eregi Teachers Training College; P1 Teacher
CertificateV English, Kiswahili, Mathematics, Science, Religious Education, Geography, Music
and AgricultureV Curriculum Development, Professional Studies, Physical Education and Teaching
Practice,
2010 MasindeMuliro University of Science and Technology
B Ed Arts: 2nd Class Honour; Upper Division
V Communication Skills, Quantitative Skills, Development Concepts and Application
V Theories, Models, Techniques, Evolution and application of Guidance and
CounselingV State, Society (Communities) and Sustainable Development
V Religious studies, Culture, Communication and Sustainable Development
V Sociology of Education, Comparative Education, Educational Administration and
Management/ Education Planning, Project Appraisal, Measurement and Evaluation
V Environmental studies, Research Methodology and Fieldwork
V Family, Sex and Marital Counseling; Professional Ethics and Public Law
CounselingV Entrepreneurship, Educational Economics, Human Growth and Sustainable
Development
81
V History of Christianity, Comparative Religion, Culture and Sustainable
Development
1988 Kenya National Examination Council, Private
Candidate for Advanced Level Examination,
Kakamega: One Principle Pass and One Subsidiary
pass
1982 Bushiangala Secondary School; Ordinary Level;
Kenya Certificate of Education
WORKING EXPERIENCE
1987-1993 Assistant teacher at the Musingu Primary School,
Kakamega East District:V Served as games teacher and mentor for the new Teacher; helping them to
settle faster and exhibiting their talents in whatever field they might be
endowed.V Patron for the 4K Club; helped Teachers to develop small scale agricultural
initiatives both at school and at home as an entrepreneurial activity and
contribution to food security in community
1993 - 1994 Deputy Head teacher, Itenyi Primary School,
Kakamega East DistrictV Responsible to deputize the Head Teacher while focusing on the Management
and coordination of cross cutting issues such as guidance and counseling,
mentoring and discipline.V Responsible for the coordination of interschool activities as well as ecumenical
cooperation amongst religious and cultural denominationsV Coordination of staff activities with popular focus on the welfare of both the
teaching staff and the parents’ community.
82
199+1996 Deputy Head teacher, Mukhonje Primary School,Kakamega East:
I Responsible for the management of the schools routine programme withparticular focus on teacher discipline and the broad spectrum of extra curricularactivities.
I Propelled the school the exemplary and out standing Teacher performance in’
the continuous assessments and ultimately the national examination.
1996-2000 Head teacher Mukhonje Primary School, KakamegaEast District
I Strengthened staff establishment asa strategy for enhanced performance in the
schools national, terminal and continuous examination.I Established woridng teams amongst teachers and teachers as a strategy for the
promotion & academic excellence, guidance and counseling as well as extra
curricula activities.
2001- 2009 Head teacher
2001-2009 Head teacher Mugomari Primary School, Kakamega East
I Accomplished the establishment & a strong and stable Parent-teacher
Association (PtA) focused on the overall development of the community based
on a strong academic, moral and soclo-economic background.
2010 - todate Head teacher of Iyenga Primary School, Kakamega EastDIstrict:
83
V Committed to establishment of a community based all inclusive working teams
for improvement and maintenance of the infrastructure in the school with the
ultimate objective of revitalizing the welfare of the Teacher population and
integrity of the community at large.
PERSON~L A~rrRIBUTES
V A hard working personality excellent interpersonal and communication skills
V Quite flexible and adaptive to different environmental dynamics with utmost
ease.V Result oriented and consistently works under minimal supervision.
V A committed team player and initiator who believes in the enrichment of
humanity
HOBBIES/INTERESTS
+ Working amongst communities and Assisting Vulnerable Persons and Groups.
•• Tapping, Harnessing and Watching over the Creative arts for Sustainable
Development.
+ Reading widely and deeply for enhancement of knowledge and enjoyment.
REFEREES
1. Mr. SilverseLisamulaAnami, 0GW, Rtd, Director of Culture, Kenya;
P.O. Box 7992 —00200,
Nairobi, KENYA
Email: [email protected] Mobile: +254 713 460 795
2. Mr. Fred Mukoto
Assistant Education Officer, Shinyalu Division
P.O Box 31-50107,
Shinyalu, KENYA
~2~o ~