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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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

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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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68

APPENDIX III

PERMITAL LETTER FROM EDUCATION OFFICE

I DU AnONF’I ME T

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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)

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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

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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.

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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

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— — 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)

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APPENDIX IX

CURRICULUM VITAE (C.V.)

PERSONAL DETAILS

Gender

Date of birth

Nationality

Marital status

Languages

Religion

Contact address

Kakamega

Cell Phones

E-mail

anzi mbumark@yahoo.com

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: anamisilverse@vahoo.com Mobile: +254 713 460 795

2. Mr. Fred Mukoto

Assistant Education Officer, Shinyalu Division

P.O Box 31-50107,

Shinyalu, KENYA

~2~o ~

Mobile: +254 726 561 812

3. Mr. NuhuAlwanyi

Head teacher, Khayega D.E.B School,

P.O. Box 120-50104,

Khayega, KENYA

Mobile: +254 732 961 841

85