| Summary: | Entry is a quintessential situation, when the hopes and fears of all the years are again
rekindled, when the dreams and visions of both the person (principal) entering and the
organization (school) inviting him are aroused, when all the anxieties of facing the
unknown are at their highest pitch. and when one experiences the ritual of initiation into
the mysteries of this particular tribe (Tobert, 1982).
More than ever researchers are becoming aware of the veracity of Toberts' (1982) claim
and this has heightened and increased their awareness of the importance of identifying
problems facing newcomers (beginning principals) to the profession of education.
However, despite this growing awareness of the problems faced by beginning principals
and the importance of the school principal as the key integral ingredient for success in
school, very little is known about problems and induction needs of beginning principals in
developing countries. Similarly, little attention has been paid to assisting and supporting
beginning principals in Kenya.
Therefore, the purpose of this study was to determine the problems, challenges, difficulties
and concerns facing beginning principals in Kenya and the essential skills they require in
order to be effective and efficient in their principalship. The ultimate goal of the study was
to design an induction programme for beginning principals in Kenya.
The subjects of this study were stratified random samples of both beginning (n= 100) and
experienced (n= 100) secondary school principals selected from all 8 provinces of Kenya.
Beginning secondary school principals include those appointed to the principalship for the
first time between June 1991 and June 1994 (0-3 years) while experienced principals
included those with 3 and more years' experience.
Results from 142 respondents were analysed. The study revealed that beginning principals
in developing countries like Kenya face unique problems that could be ascribed to the
educational system's failure to provide enough financial support for schools. As such,
beginning principals in developing countries deal with problems like inadequate physical
facilities, shortage of school equipment. overcrowded classrooms, and students who cannot
afford to pay school fees or buy books. Additionally, the study revealed that beginning
principals in developing countries need essential skills such as self-awareness skills,
technical skills and socialization skills.
The conclusions derived from both the theoretical and practical parts, that is, the literature
study and the empirical investigations, formed the rationale for the design of a well structured
induction programme for beginning principals in Kenya.
The study recommends the implementation of the Beginning Principals' Induction
Programme. The mentoring system has been described as the panacea for inducting
beginning principals because it is cost and time effective. The induction programme
strongly recommends the use of experienced principals as mentors to beginning principals.
Undoubtedly the most important influence on the quality of educational managers
(principals) is their competencies and the induction of capable principals is one of the sine
qua non of the development of competent educational managers.
It is postulated that the implementation of the Beginning Principals' Induction
Programme (BPIP) could be the catalyst for change in the status quo regarding the
monumental and formidable problems, challenges, difficulties and concerns facing
beginning principals in developing countries like Kenya. === Proefskrif (PhD (Onderwysbestuur))--PU vir CHO, 1995.
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