Influence Of Dimensions Of In-Service Education And Training On Head Teachers’ Management Skills In Public Primary Schools In Bomet County, Kenya

Abstract

This study sought to determine the influence of dimensions of In-Service Education and Training (INSET) on Head Teachers’ Management Skills. The study was guided by the following objectives; to determine the influence of dimensions of INSET on Head Teachers’ Financial Management Skills, to establish the influence of dimensions of INSET on Head Teachers’ Human Resource Management Skills, to examine the influence of dimensions of INSET on Head Teachers’ Curriculum Implementation Skills, to assess the influence of dimensions of INSET on Head Teachers’ Project Planning and Implementation Skills in Public Primary Schools in Bomet County, Kenya. The study was guided by Social Cognitive Theory and Human Capital Theory. The target population of the study was 3,320 teachers and 450 Head Teachers from public primary schools, 5 Sub-County Directors of Education and 1 County Director of Education. However, the sample population comprised of 332 Teachers, 45 Head Teachers, 5 Sub-County Directors of Education and the County Director of Education. The sample gives cumulative total of 383 respondents. Descriptive survey research design was adopted. Questionnaires, an interview guide and observation checklist were used for data collection to obtain information from respondents regarding Head Teachers’ management skills. Prior to collection of data, the validity of the instruments was ascertained by experts from the School of Education. Data collection Instruments were piloted in 30 non-participating schools in the neighboring Kericho County to establish reliability. Respondents were chosen by multi-stage sampling incorporating stratification and purposive sampling. Both descriptive and inferential statistics were used to analyze the data. The findings revealed that despite the adoption of INSET, Head Teachers in Bomet County still lacked requisite financial management skills such as book keeping skills, resource utilization skills, and budgeting skills. The study found that although Head Teachers had attended INSET, most of the Head Teachers in Bomet County still lacked essential human resource management skills such as communication skills, conflict resolution skills, and employee relations skills. Head Teachers having attended INSET, management in enhancing curriculum implementation skills among the participants in most of the schools has been effective to some extent, but still low on skill levels. Teachers also perceive that because of INSET, Head Teachers had improved in their management skills such as planning, forecasting, risk management, Project Tracking and monitoring skills. However, the regression statistics reveal a very low R2 value of 3.7% of the combined contribution of INSET dimensions to head teachers’ management skills. The study recommended that School managers should provide feedback to the INSET trainers to show how they have been able to apply the skills in their work, make sure that they design their own written school policy on INSET and be acquainted with the INSET Policy of the Ministry of Education. The Ministry of Education should regularly follow up INSET training with visits to schools to assess its effect on management skills acquisitions. It is hoped that the findings of this study will also be useful to the Ministry of Education in formulating policies for capacity building among teachers. The study findings may assist diploma teacher training institutions to improve on relevance and competence in managerial skills during teacher training. The findings and recommendations made will help in sensitizing education stakeholders on the importance of effective school management. It is hoped that the findings will contribute in provision of adequate learning materials, improving the state of infrastructure and pupils’ learning environment. Consequently, teaching/learning in primary schools will be improved for quality academic performance.