2000
DOI: 10.1108/09513540010348052
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Rethinking staff development in Kenya: agenda for the twenty‐first century

Abstract: The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, current in-service programs need to be improved for all head teachers and teachers. Also, the role of the head teacher in promoting relevant teacher development requires greater recognition and administrative training. Organizations such as the Kenya Education Staff Institute need to be more involved in providing up-to-date staff development… Show more

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Cited by 24 publications
(12 citation statements)
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“…In the United Arab Emirates, the reason for that lack is linked to the contract system that discourages systematic professional development and to an atmosphere of mistrust (Shaw et al, 1995;Hokal & Shaw, 1999). The Kenyan government, however, has invested substantial amounts of financial and human resources directed toward in-service training programmes for teachers (Wanzare & Ward, 2000), a policy change that illustrates a potential reconstruction of principalship in a developing country.…”
Section: The Absence Of Instructional Leadershipmentioning
confidence: 98%
“…In the United Arab Emirates, the reason for that lack is linked to the contract system that discourages systematic professional development and to an atmosphere of mistrust (Shaw et al, 1995;Hokal & Shaw, 1999). The Kenyan government, however, has invested substantial amounts of financial and human resources directed toward in-service training programmes for teachers (Wanzare & Ward, 2000), a policy change that illustrates a potential reconstruction of principalship in a developing country.…”
Section: The Absence Of Instructional Leadershipmentioning
confidence: 98%
“…Concerns about the quality of measurement and the meaningfulness of measurement results therefore remain central methodological issues in educational evaluation and thus constitute a potent threat to the validity and reliability of school-based assessment scores (Okpala 1985;Isiugo-Abanihe 2004); and effective implementation of school based assessment. This gap has been attributed partly to inadequate pre-service teacher preparation on the wide range of strategies available for use in appropriate School Based Assessment Practice (Okonkwo 2005;Wanzare and Ward 2000). To adequately prepare to meet the challenge of good quality tests and best assessment practices, the need for an intervention in terms of in-service training in assessment skills has been emphasized Obanya 2000; Garet et al 2001;Asim et al 2007).…”
Section: Introductionmentioning
confidence: 97%
“…In addition, focusing primarily on the number of teachers and pupilteacher ratio overlooks important experiences and the voice of teachers in improving the quality of education and leaves teachers disempowered and lacking agency. To this end, Wanzare and Ward (2000) argue that involving teachers in planning, designing, and decision-making stages helps to improve teachers to articulate and understand their own training needs. In the long run, such teachers are able to internalize policy and program objectives better and ensure successful delivery and implementation (Wanzare & Ward, 2000) of policies such as FPE.…”
Section: Top-down Policies and National Policy On Teacher Trainingmentioning
confidence: 99%
“…Teachers, as key actors in policy implementation, need to be empowered and possess the necessary skills and participate at the national, local, and within their respective schools' planning and decision-making processes (Wanzare & Ward, 2000). For example, teachers at the primary school level do not have continuous professional development training and workshops.…”
Section: Top-down Policies and National Policy On Teacher Trainingmentioning
confidence: 99%