RUAHA CATHOLIC UNIVERSITY

The study examined challenges of implementation of in-service training programmes in public secondary schools. The study employed a mixed approach with concurrent research design. The study involved 96 respondents, of whom 8 were heads of schools and 88 secondary school teachers, who were obtained through purposive sampling and simple random sampling techniques respectively. Data were collected by using questionnaire and interviews methods. Questionnaire data were analyzed descriptively by using Statistical Package for Social science version 20, and qualitative data were analyzed by using content analysis. The study findings revealed different challenges such as unaccommodated and inflexible scheduling of training, lack of enough resources, poor organization of programme, lack of support and guidance, poor commitment from school administration and biasness during practicing in-service training. It is recommended that policy-makers and education stakeholders should work together to ensure that these programmes are adequately funded and contextually relevant. By overcoming these challenges, in-service training can become a more powerful tool in enhancing the quality education and ultimately improving student outcomes in secondary schools.

in-service training, teachers’ practices, public secondary schools, teachers’ practices, training programmes.