Training needs of BoG and PTA on school leadership and management in Kenya’s secondary education: A study of a district in the Kisii County of Kenya

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dc.contributor.author Onderi, Henry
dc.contributor.author Makori, Andrew
dc.date.accessioned 2018-03-27T11:58:13Z
dc.date.available 2018-03-27T11:58:13Z
dc.date.issued 2013-03
dc.identifier.citation Global Advanced Research Journal of Social Science (GARJSS) Vol. 2(3) pp. 064-077, March, 2013 en_US
dc.identifier.uri http://garj.org/search?q=Training%20needs%20of%20BoG%20and%20PTA%20on%20school%20leadership%20and%20management%20in%20Kenya%E2%80%99s%20secondary%20education%3A%20A%20study%20of%20a%20district%20in%20the%20Kisii%20County%20of%20Kenya
dc.identifier.uri http://hdl.handle.net/123456789/3012
dc.description.abstract Parent Teacher Association (PTA) and Board of Governor (BOG) constitute an integral part of the school governance and/or leadership and management structure. They make a significant contribution to the teaching and learning process of a school. They provide a very important interface between the school and the community. The two bodies are therefore considered a key stakeholder in the education of a child. Therefore their involvement in the life of the school is very important. This article reports on the findings of a study conducted in one county in Kenya. The study utilised a survey design and comprised of head teachers (30), chairs of PTAs (30) and BOGs (30) drawn from thirty secondary schools. The schools were purposively sampled for the study. Data was collected through the use of questionnaires. The study mainly focused on the roles of PTAs and BOGs. The study revealed that both BOGs and PTAs performed various strategic roles, for instance, identification of school development projects, staff salary review, staff recruitment, school community welfare, quality standard assurance, raising funds, discipline and monitoring of school performance, among others. However, it emerged that training and support was seriously lacking and that affected the way they performed their various roles. It was also noted that sufficient induction into their roles was lacking. en_US
dc.language.iso en en_US
dc.publisher Global Advanced Research Journals en_US
dc.subject Training needs en_US
dc.subject Leadership and management en_US
dc.subject skills en_US
dc.subject Parents Teachers Association (PTA) en_US
dc.subject Board of Governors (BOG) en_US
dc.subject County en_US
dc.subject Kenya en_US
dc.subject Principals en_US
dc.subject Head teachers en_US
dc.subject Training needs,
dc.subject Leadership and management
dc.subject skills
dc.subject Parents Teachers Association (PTA)
dc.subject Board of Governors(BOG)
dc.subject County,
dc.subject Kenya
dc.subject Principals,
dc.subject Head teachers.
dc.title Training needs of BoG and PTA on school leadership and management in Kenya’s secondary education: A study of a district in the Kisii County of Kenya en_US
dc.type Article en_US


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