Influence of School Leadership Training on Effective Management of Public Comprehensive Junior Schools in Chesumei Sub-County, Nandi County, Kenya

The purpose of this study was to investigate influence of school leadership training on effective management of public comprehensive junior schools in chesumei sub-county, nandi county, Kenya. One research question guided the study, focusing on: How does school leadership training influence effective management of public comprehensive junior schools in Chesumei sub-county? The study was anchored on Kotter’s Change Management Theory. A mixed methods research approach, specifically a convergent parallel design, was employed. The target population comprised 125 public integrated junior schools, 125 heads of institutions, 522 teachers, Quality Assurance and Standards Officer, and Sub-County Director of Education in Chesumei sub-county. Sample size included 10 public comprehensive junior schools selected using stratified and random sampling, 10 heads of institutions and Quality Assurance and Standards Officer using purposive sampling, and Sub-County Director of Education using criterion purposive sampling, and 46 teachers selected using simple random sampling. Data collection instruments included questionnaires for teachers, interview guides for heads of institutions, Quality Assurance and Standards Officer and Sub-County Director of Education. Research instruments were validated through face validity, and reliability were ensured using Cronbach’s Alpha coefficient of 0.80. Data were analyzed using SPSS version 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative interview data. Findings were presented in tables and graphs. Ethical considerations were observed to protect participants’ rights, privacy, and well-being. The study found that school leadership training significantly influences effective management of public comprehensive junior schools by enhancing instructional supervision, curriculum implementation, resource coordination, and stakeholder engagement. It concluded that well-prepared head teachers are better equipped to manage CBE reforms and improve school effectiveness. The study recommends continuous leadership training, mentorship, coaching, and institutional support to strengthen school management practices.