Study of Kenyan secondary school principals' perceptions of the effectiveness of KESI in-service programs

Abstract

The objective of this qualitative study was to determine the perceptions of Kenyan principals as regards the effectiveness of the in-service programs given by the Kenya Education Staff Institute (KESI). Respondents were recent graduates KESI programs and included both men and women. Interviews were conducted with 17 purposefully identified principals representing the different types of schools in Kenya. All interviews were tape recorded and analyzed using qualitative research techniques. The findings provided valuable insights into the establishment and functions of the Kenya Education Staff Institute. Information about the structure, content, and delivery of the KESI programs was garnered. The findings also revealed the dynamics of principalship in Kenya. Respondents gave their assessment of the in-service and suggested ways of improvement. The study concludes that KESI is a worthy venture that provides a valuable service to principals, by giving skills which can be transferred to their stations.