Principals’ Attitude and Creation of Professional Learning Communities in Selected Kenyan Secondary Schools
Jeniffer Apondi Andedo
Jaramogi Oginga Odinga University of Science and Technology, Kenya.
Jack Odongo Ajowi
School of Education, Jaramogi Oginga Odinga University of Science and Technology, Kenya.
Peter J. O. Aloka *
School of Education, Jaramogi Oginga Odinga University of Science and Technology, Kenya.
*Author to whom correspondence should be addressed.
Abstract
The study investigated the influence of principals’ attitude on creating professional learning communities in selected Kenyan secondary schools. The study population comprised of 194 principals, 1526 teachers, 194 Board of Management (BOM) Chairpersons, and 6 Sub-County Quality, Assessment and Standards Officers (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 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 0.792. The statistical tool SPSS Version 23 was used to analyze the quantitative data, while thematic analysis used to analyze qualitative data. There is a statistically significant (n=125; r= .741; p<.05) positive relationship between principals’ attitudes and development of professional learning communities among secondary schools. The Universities Management should incorporate creation of professional learning communities in the curriculum for training of teachers. This would make principals to be equipped with better management skills.
Keywords: Principals, attitude, creation of professional learning communities, secondary schools, Kenya.