The Influence of Professional Development Training on Headteachers’ Financial Management Skills in Public Primary Schools in Kiambu County, Kenya

Main Article Content



Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance faster understanding of concepts to be learnt. In other words, the training material should be redesigned to also focus on acquisition of financial skills for effective investment and business management. Trainers’ need to update their skills to match the changing times such as adopting use of ICT and attitude change towards headteachers empowerment. Training institutions and trainers need to plan for quarterly and semi-annual evaluation of training programmes since they are effective in ascertaining of the efficacy of such programmes.


Download data is not yet available.


Metrics Loading ...

Article Details

How to Cite
ANNE, O. D. (2018). The Influence of Professional Development Training on Headteachers’ Financial Management Skills in Public Primary Schools in Kiambu County, Kenya. International Journal for Innovation Education and Research, 6(5), 109-129. Retrieved from


Ayeni. A. J. (2010). Teachers’ instructional task performance and principals’ supervisory roles as correlates of quality assurance in secondary schools in Ondo State. Unpublished doctoral dissertation, Obafemi Awolowo University, Ile-Ife, Nigeria.

Armstrong, H. (2012). Principles of Best Value. London, HMSO

Bates, R. & Khasawneh, S. (2014). Organizational learning culture, learning transfer acclimates and perceived innovation in Jordanian organizations. International Journal of Training and Development, 9 (2), 96-109.

Blanchard, P. N., & Thacker, J. W. (2012). Effective training: System, strategies, and practice. Massachusetts: Upper Saddle River.

Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods
approaches. Thousand Oaks, California: Sage Publications.

Daffron, S. R., & North, M. W. (2010). Learning transfer: Lesson learned from software company professionals. Journal of Lifelong Learning, 15, 51-67.

Economic Survey Report (2014). Government Printer, Nairobi.

Johnson, E. B. (2013). The contextual teaching and learning: What it is and why it's here to stay. London: Crown Press.

Katz, D, Kahn, R. L. (2014). The Social Psychology of Organizations. 2nd edn. New York: John Wiley and Sons; 1978.

Keegam, L.G. (2003) Miscellaneous Leadership Issues. Education Next. Vol 3:2.

Kehrhahn, M. T. (2012). Transfer of customer service training: Individual perceptions of organizational support, social support, and motivation to transfer. Dissertation Abstract International, 56 (10).

Krumboltz, W. (1979). An Emerging Professional Development Theory. Mahwah Press.

Lubembe, M. W. (2012). Reforms in Kenyan Public Service. Journal

Michael, B. R. & Dwivedi, P. O. (2013). An inquiry into balanced scorecards within Best Value implementation in UK local government. Public Administration

Mingail, S. (2012). Tackling workplace literacy, a no-brain. Canadian HR Report.17 (21), 1

Ministry of Education (2015). Financial accounting instructions for educational institutions: Nairobi. Kenya Literature Bureau.

Mosha, H. J. (2004). New Direction in Teacher Education for Quality Improvement in Africa. Papers in Education and Development, 24, 45-68.

Nwoye, O. K. (2011). Instructors' Attitudes and Job Proficiency. Western Publishers, Nigeria.

Okumbe, J. A. (2007). Educational Management Theory and Practice, Nairobi University Press.

Penrose, P. (1959). The Principles of Endogenous Growth Theory and The Knowledge-Based Theory. Mahwah; Oxford University Press.

Rothwell, W. J., &Sredt, H. J. (2012). Workplace learning and performance: Present and future roles and competencies. HRD Press Inc. USA.

Stoll, L., Bolam, R. and Collarbone, P. (2011). Leading for Change: Building Capacity for Learning in Singapore. Kluwer Academic Publishers.

Thomas, G. (2011). Closing the Knowledge Gap on Effective Professional Development, Educational Horizons 87 (4).

UNDP (2010). Public Sector Reforms in Kenya. Longhorn Publishers, Nairobi.

Van den Akker, J. & Thijs, A. (2002). Curriculum Reform and Teacher Professional Development in Tanzania. Amsterdam: Vrije Universiteit Amsterdam