Samuel Kaniaru, Ruth W. Thinguri, Peter Koech


School managers in Public primary schools in Kenya are required to implement the human resource policy through enhancement of continuous teachers’ professional development. However, the implementation is shallow due to inadequacy in school management capacity. Profession development for teachers remains a key aspect of the human resource development policy. The aim of this study was to analyze the association between school manager’s professional development capacity and the implementation of the human resource development policy in public primary schools in Nyeri County. Two theories namely, the behavioral theory of management and the policy formulation and implementation theories were adopted to guide the study. Quantitative and qualitative data was collected using the survey and in-depth interviews methods respectively. The concurrent triangulation design was used throughout the data collection period and during the analysis of both the qualitative and quantitative data. The target population of the study consisted of four hundred (400) headteachers, one thousand six hundred (1600) teachers, four hundred (400) chairpersons of public primary schools board of management and eight (8) sub county TSC human resource officers. Stratified Random Sampling was applied to come up with a sample size of fifty (50) head teachers, one hundred and sixty (160) teachers and fifty (50) board of management chairpersons in public primary schools. All the Eight (8) Sub County TSC Human Resource Officers were purposively selected. The independent variable was school manager’s professional development capacity while the dependent variable was the implementation of the human resource development policy in public primary schools. The questionnaires were used to collect quantitative data from head teachers and teachers in the selected public primary schools. Interview schedules were used to collect qualitative data from chairpersons of the schools’ board of management and from the sub county TSC human resource officers. Piloting of instruments was done prior to the final collecting of data to enhance validity. Credibility was enhanced through the adjustments of the tools according to the opinions given by respondents during the piloting phase and the guidance from supervisors. Interactive questioning was used to enhance dependability. Qualitative data was analyzed thematically. The Chi square was applied for analysis of inferential statistics using SPSS program version 24. Qualitative data was compared with quantitative data at the final analysis. The reporting of the quantitative data included percentages, tables and charts while qualitative data was by the Chi square values, inferential statistics. The findings of the study revealed that there is a conducive environment for teachers to work in. However, teachers are not regularly taken for seminars and workshops thereby hindering their professional development. The researcher recommended that headteachers of public primary schools should be properly trained on professional development of teachers. Additionally, the school managers should have a reduced workload and adequate finances to enable them to carry out the teacher’s professional development role effectively.


Article visualizations:

Hit counter



professional development, human resource development Policy, Implementation

Full Text:



Barasa, J. M. (2007). Education Organization and Management. Nairobi: Jomo Kenyatta Foundation.

Chemutai, C. (2010). Impact of in-service training to head teachers on management of human resources in public secondary schools, Nandi-South District, Kenya.( Unpublished Thesis) Nairobi: University of Nairobi.

Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed methods approach. (2nd ed). Thousand Oaks, London: Sage.

Jacob, M., Clifford, P., & Friesen, S. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3), 363-388. Retrieved October 20, 2006, from

Kerlinger, F. (1973). The structure of scientific revolution. Chicago: University of Chicago Press.

Kumar, R. (2005). Research methodology. SAGE Publications.

Ogunsaju P. (2006). Human Capital Management for Effective Corporate Governance. Paper presented at a Workshop titled: Corporate Governance for Sustainable National Development, April 2006.

Wanzare, Z., O. (2002). Rethinking teacher evaluation in the third world: The case of Kenya. Educational Management Administration & Leadership, 30, 213 – 229.



  • There are currently no refbacks.

Copyright (c) 2018 Samuel Kaniaru, Ruth W. Thinguri, Peter Koech

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2021. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).