Browsing by Author "Bulimo, Winnie A."

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    Contribution of continuing professional development for school managers on teacher management competencies of secondary school managers in Kenya
    (International Journal of Education and Research, 2016) Bulimo, Winnie A.; Ndiku, Judah M.; Maiyo, Julius K.
    Guided by the Learning Organizations’ theory of Peter Senge (1990) this paper sought to determine the difference between the contribution of Continuing Professional Development (CPD) on the teacher management competencies of the Heads of Department and the senior managers of secondary schools in Kenya. The study’s sample comprised of 443 respondents determined using the Cochran’s sample size formula, stratified random sampling and purposive sampling techniques. Data was analyzed using means and t-tests. The study found out that there was a significant difference in contribution of CPD to the HoDs and senior managers’ teacher management competencies. It concluded that there was a significant difference in contribution of CPD on teacher management competencies of the HoDs and the senior managers of secondary schools in Kenya.
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    Towards equitable access to continuing professional development programs by secondary school managers in Kenya.
    (2016) Bulimo, Winnie A.; Maiyo, Julius K.; Ndiku, Judah M.
    Guided by the Learning Organizations’ theory of Peter Senge (1990) this paper sought to determine the extent to which the senior managers and the Heads of department of secondary schools participated in Continuing Professional Development (CPD). The study’s sample comprised of 443 respondents determined using the Cochran’s sample size formula, stratified random sampling and purposive sampling techniques. Data was collected using questionnaires and interview schedules. It was analyzed using percentages and chi square tests. The study found out that there was significant relationship between participation to CPD and designation; there was no relation between participation to CPD and gender of the school manager; finally no significant relationship existed between participation to CPD and type of school managed. It was concluded that participation to external CPD programs was skewed and was a reserve for the senior managers of secondary school, while participation to school based mentorship programs was a reserve for the heads of department. However, there was equity in participation to CPD by gender and by type of school managed