| dc.description.abstract | The present study investigated the influence of principals’ professional training on creating professional learning communities in Kenyan secondary schools. The study population comprised
of 194 principals, 1526 teachers, 194 BOM Chairpersons, and 6 SCQASOs. The total population
was 1920 respondents and informants. The study used both purposive and stratified random sampling procedures to obtain study participants of 20 principals,153 teachers,20 BOM Chairpersons and 6 SCQASOs. Questionnaires and interview schedule were used to collect data
for the study. Reliability of questionnaires was ensured by Cronbach’s methods and alpha value
was 0.790. The statistical tool SPSS Version 23 was used to analyze the quantitative data, while
thematic analysis used to analyze qualitative data. The study findings indicated that there was
statistically significant positive correlation between principals’ professional training and creation of professional learning communities (n=135; r= .479; p<.05). It’s recommended that Kenya
Educational Management Institute (KEMI) should re-structure their training programmes to include creation of professional learning communities. | en_US |
