Abstract:
There is increasing recognition that School Principals and Head teachers have a demanding role which is distinctive from classroom context where almost all of them began their professional careers. While the need to train teachers is widely accepted and practiced, specialised preparation for Principalship is only confined to a minority of countries. The study was conducted in three selected Counties in Kenya. The participants include the principals, teachers, County Education Directors, Teachers Service Commission Directors and the Kenya Education Management Institute. The study found out that it is not a requirement for a teacher to undertake a specific training before or after taking up their positions, only teaching qualification and teaching experience are prerequisites for leadership. The consequences of appointing unprepared school leaders are often damaging to the appointees and the schools they serve. However the case for effective preparation and induction into leadership is gaining ground. The purpose of this paper explores the leadership development strategies for School Principals in Kenya and it is hoped to generate more debate on policy implications and refinement of training programmes.
