Influence of Principals’ Professional Training on Creating Professional Learning Communities

The purpose of this study was to see how principals' professional training affected the creation of professional learning communities in Kenyan secondary schools. There were 194 principals, 1526 students, 194 BOM Chairpersons, and 6 SCQASOs in the report. There were a total of 1920 respondents and informants in the study. The research recruited 20 principals, 153 students, 20 BOM Chairpersons, and 6 SCQASOs using both purposive and stratified random sampling procedures. The data for the analysis was collected using questionnaires and an interview schedule.Cronbach's methods were used to ensure questionnaire reliability, and the alpha value was 0.790. The quantitative data was analysed using SPSS Version 23, while the qualitative data was analysed using thematic analysis. There was a statistically significant positive association between principals' professional training and the development of professional learning groups (n=135; r=.479; p.05), according to the findings. Kenya Educational Management Institute (KEMI) should restructure their training programmes to include the development of technical learning groups, according to the report.

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