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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 11 │2017 doi: 10.5281/zenodo.1069681 PROVISION OF IN-SERVICE TRAINING NEEDS FOR HEADS OF DEPARTMENT IN SECONDARY SCHOOLS IN KENYA: A STUDY OF MARAKWET WEST SUB COUNTY Christine J. Chepkole1, Rachael Koross2, Prisca Kiptoo-Tarus1 1 2 School of Education, Mount Kenya University, Kenya PhD, School of Education, Mount Kenya University, Kenya Abstract: Ministry of Education together with public secondary schools have initiated continuous in-service training for their heads of departments. This study assessed the influence of in-service training of Heads of department (HODs). The objectives of the study were to; determine the mode of in-service training provided to HODs and the content of inservice training. The study was conducted in 28 public secondary schools in Marakwet Sub County. The target respondents were 28 principals and 112 HODs. Data collected was analysed qualitatively and quantitatively. Statistical Package for Social Sciences (SPSS Version 22.0) aided in quantitative data coding, entry and analysis. Study findings revealed that HODs rarely attend in-service training. Majority of schools were found not to have a plan for HODs in-service training. It was also established that inservice training for HODs focused on curriculum implementation, supervision, teaching methods and evaluation of learners compared to teacher resource management, innovation and management. The study recommends that there is need for regular in-service training provision for teachers. Needs assessment also needs to be conducted to ensure that training content provided to HODs is relevant. Keywords: in-service, training needs, HODs 1. Introduction Departments are the key organisational unit in secondary schools (Brown, Boyle & Boyle, 2006), and the Head of Department (HOD) is a critical intermediary between Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 629 Christine J. Chepkole, Rachael Koross, Prisca Kiptoo-Tarus PROVISION OF IN-SERVICE TRAINING NEEDS FOR HEADS OF DEPARTMENT IN SECONDARY SCHOOLS IN KENYA: A STUDY OF MARAKWET WEST SUB COUNTY senior staff and teaching staff at the chalk face O’Neill, ; Wright, . In New Zealand, Departmental Heads in secondary schools in New Zealand recognise the expertise heads of subject sections in New Zealand secondary schools generally have recognised expertise in their subject teaching which includes mixture of organizational and leadership are one of the factors recognised for appointment to HODs. In Uganda, Kayiwa (2011) said that HODs are the internal curriculum supervisors in schools. In Kenya, Eshiwani (1993) noted that HODs are in charge of organizing subjects under them to their schools. HODs are obliged to help teachers, advise them on how to do classroom instructions, setting exams, maintenance of students’ records and directing teachers on the importance of using reference materials. Eshiwani (1993) further informed that HODs are the leaders of academic matters in schools and leadership is related to accountability for a specific role. Odera (2011) informs that in a school setting, various tasks and responsibility are delegated among members of staff depending on the subject and their area of competence. Eshiwani (1993) observed that school leadership and power is vested to HODs in secondary schools to ensure that teachers teach all subjects effectively. This comprises of; spearheading use of ICT resources, formulation of academic policies in the department, re-training of teachers, subjects evaluation in the department, financial planning and budgeting through availing right instructional resources. Odera (2011) saw the need for HODs to be competent in matters concerning academic in the schools, have vision for curriculum innovation so that they can advice and guide teachers to introduce and utilise new instructional changes and technology devices. This justifies for provision of in-service training as a continuous professional development programmes to HODs in secondary schools. Continuing improvement programmes for HODs increases their quality leading to them being promoted by their employer. If this long-term training is not effected, it leads to demoralisation of teachers and their commitments reduce hence poor academic performance of schools. In-service training types like refresher courses for HODs improve and broaden their performance in various areas in school (Mwesigwa, 2009). This is because in-service training performs an important function in developing and maintaining capabilities of HODs in schools that results to successful change management process (Gomez et al., 2004). This improves retention of teachers in schools since their institution is committed to developing its workforce thereby reinforcing intrinsic motivation to its staff. This is important for HODs in secondary schools since in-service training aid in communication process by ensuring that they have a shared vision that strengthens commitment culture in the school. The study understands that in-service courses for HODs in secondary schools have not been performing well in some situations aimed at introducing change in secondary schools European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 630 Christine J. Chepkole, Rachael Koross, Prisca Kiptoo-Tarus PROVISION OF IN-SERVICE TRAINING NEEDS FOR HEADS OF DEPARTMENT IN SECONDARY SCHOOLS IN KENYA: A STUDY OF MARAKWET WEST SUB COUNTY across the world (O’Neill, ; Wright, ; Mwesigwa, 9; Odera, . In a study by Wright (2002), the participants described their training and support as piecemeal and uncoordinated, usually requiring initiation by the HODs themselves. This is in agreement with what Banks and Smyth (2010) observed that despite increasing need for continuous professional development among HODs in schools, it was noticeable that the mode and content of in-service training opportunities provide to them was ineffective and un-inspiring to HODs. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1245 European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 631