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Rethinking staff development in Kenya: agenda for the twenty‐first century

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dc.contributor.author Zachariah Wanzare, Kenneth L Ward
dc.date.accessioned 2020-08-31T12:07:55Z
dc.date.available 2020-08-31T12:07:55Z
dc.date.issued 2000-11-01
dc.identifier.citation 86 en_US
dc.identifier.issn 0951-354X
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/2619
dc.description The article can be accessed in full text via URL;https://www.emerald.com/insight/content/doi/10.1108/09513540010348052/full/html en_US
dc.description.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 for all educational administrators and other educators. More attention also must be paid to effective induction, internships, strategic staff placements, financing, collaboration among provider organizations, and opinions of teachers concerning in‐service needs. Head teachers can do much to improve teaching and learning by using professional formative evaluation of their teachers. en_US
dc.publisher MCB UP Ltd en_US
dc.subject Employee development;Education;Kenya;Teachers;Effectiveness;Continuing professional development en_US
dc.title Rethinking staff development in Kenya: agenda for the twenty‐first century en_US
dc.type Article en_US


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