Training needs of BoG and PTA on school leadership and management in Kenya’s secondary education: A study of a district in the Kisii County of Kenya

Henry Onderi¹* and Andrew Makori²

¹Bondo University College, Kenya

²Reading Gap International CIC, UK

*Corresponding Author E-mail: honderi@bondo-uni.ac.ke

Accepted 13 March, 2013

Abstract

Parent Teacher Association (PTA) and Board of Governor (BOG) constitute an integral part of the school governance and/or leadership and management structure. They make a significant contribution to the teaching and learning process of a school. They provide a very important interface between the school and the community. The two bodies are therefore considered a key stakeholder in the education of a child. Therefore their involvement in the life of the school is very important. This article reports on the findings of a study conducted in one county in Kenya. The study utilised a survey design and comprised of head teachers (30), chairs of PTAs (30) and BOGs (30) drawn from thirty secondary schools. The schools were purposively sampled for the study. Data was collected through the use of questionnaires. The study mainly focused on the roles of PTAs and BOGs. The study revealed that both BOGs and PTAs performed various strategic roles, for instance, identification of school development projects, staff salary review, staff recruitment, school community welfare, quality standard assurance, raising funds, discipline and monitoring of school performance, among others. However, it emerged that training and support was seriously lacking and that affected the way they performed their various roles. It was also noted that sufficient induction into their roles was lacking.

Keywords:  Training needs, Leadership and management, skills, Parents Teachers Association (PTA), Board of Governors (BOG), County, Kenya, Principals, Head teachers.