INFLUENCE OF IN-SERVICE TRAINING PROGRAMS ON PROVISION OF SAFE LEARNING ENVIRONMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA
Abstract
Purpose of Study: The study investigated the influence of in-service training on the provision of safe learning environments in public secondary schools in Makueni County, Kenya.
Statement of Problem: Despite the critical role of in-service training in equipping educators and school managers with relevant skills, accidents involving learners continue to be reported in public secondary schools in Makueni County. These incidents, which include injuries to students and staff as well as recurrent damage to school facilities, raise concerns about the effectiveness and regularity of training programs in fostering safe learning environments.
Methodology: The study adopted a mixed-methods design anchored on Maslow’s Hierarchy of Needs Theory, combining descriptive survey and phenomenological approaches. Data were collected using questionnaires, interviews, and document checklists, and analyzed through SPSS v29 and thematic techniques.
Results: The findings showed that provision of safe learning environments remains a significant challenge in many schools, with frequent reports of accidents, injuries, and damage to facilities. This was partly attributed to irregular and inadequate in-service training programs on areas such as safety procedures, conflict management, and emergency preparedness.
Conclusion: The study concluded that irregular in-service training limits the ability of schools to provide safe learning environments, thereby increasing risks to both students and staff.
Recommendation: The study recommends that principals should institutionalize regular and specialized training sessions focusing on conflict resolution, mental health awareness, and emergency preparedness to improve safety standards in schools.
Keywords: in-service training, safe learning environment, secondary schools, Makueni County
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