INFLUENCE OF KENYA EDUCATION MANAGEMENT INSTITUTE TRAINING ON THE HEAD TEACHERS' MANAGEMENT COMPETENCIES IN PUBLIC PRIMARY SCHOOLS IN UASIN GISHU COUNTY, KENYA

Abstract

Education is the pillar and foundation of life. This study established the influence of Kenya Education Management Institute (KEMI’s) capacity building programme of head teachers' management competencies in public primary schools in Uasin Gishu County, Kenya. The objectives of the study were to look at the influence of KEMI’s capacity building programme on head teachers’ competencies in teacher management; establish how KEMI’s capacity building programmes influence head teachers’ competencies in curriculum supervision; determine the influence of KEMI’s capacity building programme on head teachers’ competencies in infrastructure management; examine the influence of KEMI’s capacity building programme on head teachers’ competencies in financial management; and assess the head teachers’ perceptions towards KEMI’s capacity building programme in relation to their management competencies in public primary schools in Uasin Gishu County. The research adopted a descriptive survey research. The study embraced the pragmatic worldview in which descriptive survey research design was employed. The study was guided by Kolb’ Experiential Learning Cycle theory. The study targeted six sub-county education officers and 471 head teachers in public primary schools in the county. Simple random sampling was employed in choosing 30% (141) of the public primary schools proportionately from each of the six sub-counties in the county. Every head teacher of the selected public primary schools took part in this study. Data was also gathered from all the six sub-county directors of education of Moiben, Kesses, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Analysis using descriptive statistics was computed with frequencies and percentages while inferential statistics involved the use of Pearson product moment correlation and multiple regressions. Findings indicated that there was a strong positive correlation between KEMI capacity building programmes and head teachers’ competencies in teacher management, curriculum supervision and infrastructure management. Lastly, there was a moderate positive correlation between KEMI capacity building programme and head teachers' competency in financial management. The findings of the study may be of significance to Kenya Education Management Institute (KEMI) in tailoring training needs for head teachers so as to enhance professional development and leadership in schools. KEMI will utilize the information to arrange teacher-training programs so as to advance their schools and put in place plans assist develop management practices in schools and finally the student academic achievement.