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An Exploration of Skills Needed by Principals of Teacher
Training Colleges in Kenya to Succeed in Financial Manageent

$eronica ). )usau )utua% *ndi+a Patric+ ,-iriswa% .r. /ut-0-inguri
Sc-ool of Education% )ount 1en2a 3ni4ersit2% P# 5o6 3'2-&1&&& 0-i+a% 1en2a%
7E-8ail of t-e corresponding aut-or9 4ero85ene:2a-oo.co8

Abstract
;inancial 8anage8ent in teac-er training colleges is a concern toda2 5ecause of t-e i88ense resources 4ested in
t-ese colleges 52 t-e sta+e-olders. Prudent financial 8anage8ent calls for colleges -eaded 52 principals w-o
-a4e ac<uired rele4ant +nowledge s+ills and attitudes in financial 8anage8ent. ;inancial 8anage8ent s+ills
8a2 5e ac<uired t-roug- training= learning or e6perience. 0-e s+ills ac<uired t-roug- training s-ould 5e
de8onstrated in practice 52 carr2ing out t-e rele4ant tas+s. 0-is stud2 was intended to e6plore t-e current state
of financial 8anage8ent s+ills and to 8a+e reco88endations on t-e t2pe of financial 8anage8ent s+ills
training re<uired. 0-is stud2 used a 8i6ed 8et-odolog2 approac- to collect and present data. )i6ed researc-
8et-od% co85ine ele8ents of <ualitati4e and <uantitati4e researc- approac-es for t-e purpose of 5readt- and
dept- of understanding and colla5oration. * sa8ple of ele4en colleges was c-osen out of t-e twent2 one (21
pu5lic pri8ar2 teac-er training colleges in t-e countr2. /ando8 sa8pling% purposi4e and stratified tec-ni<ues
were used in selecting t-e respondents for t-e stud2. 0-e <ualitati4e and <uantitati4e data were collected
concurrentl2 52 use of <uestionnaires% inter4iew sc-edules and docu8ent anal2sis instru8ents on finance
8anage8ent. 0-is -elped to deter8ine if t-ere was a pattern e4ident in t-e data. ,o8parison of t-e two data
pro4ided 4alua5le infor8ation t-us enric-ing t-e descripti4e reporting of t-e data. 0-e stud2 confir8ed t-at
8ost pri8ar2 teac-er training colleges> principals -ad li8ited financial 8anage8ent s+ills
Key!ords" ;inance 8anage8ent% principal% accounting and 5udgeting% auditing% e6penditure 8anage8ent%
1en2a Education )anage8ent Institute (1E)I% In-ser4ice trainings (INSE0S

#$ %ntroduction
Effecti4e teac-er training college financial 8anage8ent calls for prudence in 5oo++eeping% accounting%
5udgeting% procure8ent% super4ision and e6penditure 8anage8ent. 0-e financial 8anager s-ould de8onstrate
rele4ant s+ills in t-ese tas+s. ?orldwide co8petence in financial 8anage8ent is gi4en pro8inence. In countries
li+e @ritain% *ustralia% and New Aealand% 5eing posted to -ead a college 8eans added responsi5ilit2 for t-e
principal and t-e @#B w-o 8ust 8anage t-e 5udget of t-e particular institution regardless of w-et-er or not t-e
principal is read2 or sufficientl2 prepared for t-is financial role t-at re<uire fre<uent c-ec+s of t-e institution>s
financial records (.i Napoli% 2&&7. In Cong 1ong it is re<uired t-at potential principals 8ust pass certain
<ualif2ing tests w-ic- include financial 8anage8ent 5efore 5eing pro8oted. In Pa+istani t-e teac-er training
principals get assisted 52 t-e state to ac<uire educational leaders-ip and 8anage8ent training and are re<uired to
continuall2 upgrade t-ese s+ills (;a-ee8% 2&&(. In ot-er areas li+e )ia8i% Dondon and B-ana t-e state conducts
courses and conferences on 8anage8ent for 0eac-er 0raining ,olleges> (00,s principals. ?-ile in ot-er states
li+e ,alifornia% a 4ast 8aEorit2 of sc-ool principals -old a 8ini8u8 <ualification of a 5ac-elor>s degree wit-
8ost of t-e8 -a4ing a second degree in a finance related course ()ar2% Isa5el F0ris-% 2&&(
12a85ogo 3ni4ersit2 in 3ganda offers certificates in principles of 8anage8ent% financial
8anage8ent and resource 8anage8ent a8ong ot-ers to teac-er educators% and t-roug- 0eac-er .e4elop8ent
)anage8ent S2ste8(0.)S e<uips principals of teac-ers> colleges wit- appropriate 8anage8ent s+ills (Cenr2%
Ngo5i% #taala% )aani F@a+aira%2&13. 0-e financial 8anage8ent co8ponent is lac+ing in t-e 1en2an teac-er
education courses. 0-e 5asic courses in 1en2a li+e @ac-elor of Education (@.Ed do not prepare teac-ers
ade<uatel2 to 5eco8e principals w-o can 8anage educational institutions professionall2 and especiall2 t-e
financial 8anage8ent aspect. ;inancial 8anage8ent is a +e2 co8ponent of educational 8anage8ent t-at
re<uires a lot of s+ills. It is one of t-e 8ost tec-nical co8ponents of educational 8anage8ent. ;inancial
8anage8ent is 8ulti-disciplinar2G it is a science appl2ing rational% logical and s2ste8atic s+ills w-ic- use data
5ot- <ualitati4el2 and <uantitati4el2 lin+ing to polic2 docu8ents. It is an art needing creati4it2 and 8a+ing it
practical 52 5eing guided 52 rules and discipline and t-erefore a 8anager s-ould 5e trained.

&$ Stateent of the proble
0-e Education *ct cap 211% (re4ised 2&13 of t-e laws of 1en2a re<uire t-at t-e principal% as t-e secretar2 to t-e
@oard of Bo4ernors (@#B now @oard of )anage8ent (@#)% prepare annual esti8ates% 5udget control of t-e
da2 to da2 e6penditures connected wit- t-e running of t-e institution% and institute internal controls suc- as
auditing and accounting procedures (Education *ct cap 211% 2&&H% 2&13.0-is is an up-ill tas+ and c-allenges
t-e principal>s financial 8anage8ent a5ilit2. #4er t-e 2ears% <ualit2 assess8ent and audit reports -a4e s-own
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t-at t-ere are cases of i8proper practices in financial 8anage8ent or wea+ accounting 8ec-anis8s% w-ic- -a4e
under8ined effecti4eness of t-e institutions wit- regard to ser4ice deli4er2 ()#E- Education draft @ill% ;e5.
2&12.
0-e 1oec- ,o88ission (2&&&% as reported in t-e Education .raft 5ill (2&12 noted lac+ of
accounta5ilit2% w-ilst 8isappropriation of funds was co88on. #ne reason identified was t-e lac+ of% or poor
8anage8ent training of officers assigned 8anage8ent responsi5ilities. In 1en2a t-e uni4ersit2 5asic degree of
education (@.Ed% does not offer financial 8anage8ent courses and e4en at 8asters le4el it is offered at t-e
re<uest of t-e student. 0-is is e4ident fro8 t-e uni4ersit2 undergraduate degree curriculu8. 0eac-ers are trained
to teac-% not to 8anage institutions. 0eac-ers are deplo2ed to 8anage8ent positions on account of t-eir
classroo8 perfor8ance. 0-is lea4es a co8petence gap in financial 8anage8ent a8ong t-e persons appointed to
-eads-ip of 0eac-er 0raining ,olleges. 0-is pro8pted an e6ploration into t-e s+ills needed 52 principals of
pu5lic teac-ers training colleges in financial 8anage8ent.

'$ Purpose of the study
0-e 8ain purpose of t-e stud2 was to e4aluate s+ills needed 52 principals of 0eac-er 0raining ,olleges in
1en2a for effecti4e financial 8anage8ent. It intended to find out t-e relation 5etween 5asic financial
8anage8ent training and t-e effecti4eness in financial ad8inistration. Specificall2 t-is stud2 in4estigated t-e
principals> co8petences in (1 strategic 8anage8ent% (2 5udgeting as a tool of 8anage8ent% and (3 application
of procure8ent procedures. Secondl2% t-e stud2 loo+ed at -ow t-e 5udgets were 5eing 8ade and i8ple8ented%
and lastl2% t-e stud2 loo+ed at accounting and auditing procedures as 8easures of internal control and t-eir
i8pact on principal>s perfor8ance.
4.Research objectives
1. 0o esta5lis- principals> financial 8anage8ent education 5ac+ground 8eant to en-ance financial
8anage8ent in pu5lic teac-er training colleges in 1en2a.
2. 0o deter8ine t-e financial 8anage8ent training and s+ills need for financial 8anage8ent in pu5lic
teac-er training colleges in 1en2a.
3. 0o anal2Ie t-e i8pact of financial 8anage8ent training of principals on t-e success of financial
8anage8ent in pu5lic teac-er training colleges in 1en2a.
5.Research questions
1. ?-at is t-e nature of principals> financial 8anage8ent education 5ac+ground% w-ic- is 8eant to
en-ance financial 8anage8ent in pu5lic teac-er training colleges in 1en2aJ
2. ?-at is t-e e6tent of financial 8anage8ent training and s+ills need for financial 8anage8ent in pu5lic
teac-er training colleges in 1en2aJ
3. 0o w-at e6tent does financial 8anage8ent training of principals i8pact t-e success of financial
8anage8ent in pu5lic teac-er training colleges in 1en2aJ
6.Rationale/justification
Bi4en t-at pri8ar2 teac-er training college principals contri5ute enor8ousl2 to t-e education sector 5ut are not
4er2 effecti4e due to lac+ of 8anage8ent s+ills% it 5eco8es i8perati4e to in4estigate w-ic- financial
8anage8ent s+ills t-e2 -a4e and w-ic- ones t-e2 lac+% and w-at t-e i8plications for training are on financial
8anage8ent of t-e pu5lic teac-er training colleges in 1en2a. ;inancial 8anage8ent and s+ills need% see8s not
to -a4e recei4ed ade<uate sc-olarl2 attention.
?-ile t-e principals are appointed and gi4en clear guidelines and instructions on financial
8anage8ent and procure8ent% 8alpractices suc- as failure to follow procure8ent procedures% e85eIIle8ent of
funds% fraud% 8isappropriation of funds are still ra8pant in t-e teac-er training colleges su5 sector. Prudent
financial 8anage8ent is onl2 possi5le w-en t-e principals -a4e rele4ant +nowledge% s+ills and attitudes. 0-e
o5Eect of t-is stud2 is to contri5ute towards identification of t-e rele4ant s+ills wit- an ai8 of identif2ing t-e
gaps in s+ills to -elp i8pro4e in principals> de4elop8ent for en-anced transparenc2 and accounta5ilit2 in t-e
education sector. It will furt-er contri5ute to t-e 5od2 of +nowledge in educational finance. 0-e stud2 also will
pro4ide groundwor+ for furt-er researc- to in4estigate ot-er issues in financial 8anage8ent suc- as perfor8ance
contracting.
7.Significance of the study
* principal is re<uired 52 go4ern8ent regulations to initiate internal controls w-ic- include regular c-ec+s on
t-e inco8e and e6penditure status of t-e institution. 0-e instructions for secondar2 sc-ools% colleges and
pol2tec-nics% Kpro4ides -eads of educational institutions wit- a guide t-at will assist t-e8 in esta5lis-ing
s2ste8s of internal accounting and ad8inistrati4e controls t-at co8pl2 wit- t-e go4ern8ents standards of
financial 8anage8entL ()#ES0% 2&&(. Principals in Pri8ar2 0eac-er 0raining ,olleges are e6pected to use
t-e sa8e guidelines 2et t-e 8anage8ent applications in t-e two le4els of education are totall2 different.
;inancial 8anage8ent practices and s+ills needed for principals in teac-er training colleges in 1en2a%
see8 not to -a4e recei4ed ade<uate sc-olarl2 attention. 0-e 1en2an uni4ersit2 curriculu8 for @ac-elor of
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Education (@.Ed studies does not include financial 8anage8ent as a 8aEor unit of stud2. 0-is lea4es t-e @.Ed
graduates ill prepared for ad8inistrati4e functions w-en t-e opportunit2 arises. 0-e teac-ers are also not trained
on 8anage8ent s+ills 5efore appoint8ent or i88ediatel2 after ta+ing o4er t-e principal>s office.
0-is stud2 was 8eant to infor8 t-e uni4ersities on t-e need to de4elop a curriculu8 t-at can prepare
students for 8anage8ent positions rig-t fro8 t-e start. 0eac-ers in 1en2a are appointed to 8anage8ent
positions on t-e 5asis of t-eir classroo8 perfor8ance or political inclinations. *lt-oug- t-ese teac-ers -a4e t-e
5asic acade8ic <ualification and teac-ing e6perience% t-e2 lac+ t-e 8anagerial s+ills re<uired for t-is office.
0-is appoint8ent does not re<uire financial 8anage8ent co8petence per se. It t-erefore poses a c-allenge of
8anage8ent co8petences to t-e new principal.
0-us% t-e stud2 intended to infor8 t-e )inistr2 of Education ()#E in order to re<uire uni4ersities
8a+e financial 8anage8ent 8andator2 for @.Ed students. ;urt-er% to put inter4entions to train t-e principal>s
currentl2 in office and newl2 appointed ones Eust 5efore t-e2 ta+e office. 0-is 8a2 8ean re-training t-e ones
alread2 in office and an o4er-aul of t-e -ig-er education to include institutional and financial 8anage8ent
training in t-e first degree. 0-e in-ser4ice and refres-er courses could 5e facilitated 52 e6panding t-e 8andate of
1en2a Education )anage8ent Institute (1E)I to include principals in 0eac-er 0raining ,olleges as t-e in-
ser4ices -a4e 5een li8ited to pri8ar2 and secondar2 sc-ools> -ead teac-ers.
8.Literature revie
Paisle2 as cited in co88onwealt- (2&&& argues t-at )anage8ent in education is a process of relating resources
to o5Eecti4es re<uired in an organiIation w-ic- e6plicitl2 e6ist to pro4ide education. 0-is is to ensure t-at t-e
desired goals or outco8es are ac-ie4ed. 0-erefore financial 8anage8ent 8eans seeing to it t-at t-e institution
-as t-e re<uired funds to 8eet its goals and suc- funds are used for t-e purpose for w-ic- t-e2 are 8eant.
S-apiro as cited in Is-ara (2&&7 corro5orates t-at financial 8anage8ent in4ol4es financial planning and
5udgeting% financial accounting% financial anal2sis% financial decision 8a+ing and action. Effecti4e financial
8anage8ent ensures t-at all financial regulations and procedures are co8plied wit-G all financial transactions
are recorded accuratel2% ade<uate controls are in place to ensure t-at e6penditures do not e6ceed inco8e and
onl2 aut-oriIed e6penditure are incurred. 0-e ulti8ate responsi5ilit2 of a college>s financial 8anage8ent resides
in t-e principal>s office.
0-e principals responsi5ilit2 of 8anaging of finances% Mad8inistering t-e accounting% record +eeping
and reporting functions w-ic- re<uire 8an2 detailed and co8ple6 s2ste8s% reconciling credit and de5it accounts
of t-e institution and 8aintains records to ensure clear audit trac+ (3S depart8ent of education 3' ,;/ ((!
Su5part% 12&11 is <uite c-allenging. 0-ese operations 8ust 5e consistent wit- Benerall2 *ccepted *ccounting
Procedures (B**P and colleges accounting standards of w-ic- t-e principal s-ould 5e con4ersant wit- for -i8=
-er to 5e effecti4e.
;inancial 8anage8ent is an integral part of t-e responsi5ilit2 of an educational 8anager 5ecause
wit-out good financial 8anage8ent practices sc-ools would find it difficult to ac-ie4e t-eir goal
(co88onwealt-% 2&&&. Efficient and effecti4e 8anage8ent of fiscal and p-2sical resources can en-ance
instructional progra8s (.ra+e and /oe% 1HH2. In 1en2a% training or e4en -a4ing a wor+ing +nowledge of
financial 8anage8ent is not considered a pre-re<uisite for appoint8ent to a principals> position% and
conse<uentl2 principals often lac+ t-e essential 8anage8ent s+ills and specificall2 financial 8anage8ent s+ills.
#+u85e (2&&7 argues t-at effecti4e educational 8anage8ent% of w-ic- financial 8anage8ent is a
su5set% is not onl2 t-e 8ost funda8ental and precious resource 5ut it is also t-e scarcer resource in educational
organiIations. 0-e wor+ of a c-ief e6ecuti4e officer in4ol4es e6a8ining t-e future and drawing up plans w-ic-
are action oriented% organiIing% co88anding% coordination and controlling% t-e acti4ities of an organiIation to
ensure attain8ent of t-e goals. Paisle2 as cited in co88onwealt- (2&&&% argues t-at )anage8ent in education
is a process of relating resources to o5Eecti4es re<uired in an organiIation w-ic- e6plicitl2 e6ist to pro4ide
education. 0-is is to ensure t-at t-e desired goals or outco8es are ac-ie4ed. 0-erefore financial 8anage8ent
8eans seeing to it t-at t-e institution -as t-e re<uired funds it needs to 8eet its goals and suc- funds are used for
t-e purpose for w-ic- t-e2 are 8eant.
If teac-er education is going to 8easure wit- t-e e6pectations of 4ision 2&3& of 8oderniIing education%
and t-e glo5al 8ar+et c-allenges% t-en t-ere -as to 5e a paradig8 s-ift in t-e appoint8ent of teac-ers to
8anage8ent positions. 0-e o5Eecti4es of financial 8anage8ent in 0eac-er 0raining colleges (00,s s-ould 5e
to esta5lis- t-e 5est 8anage8ent practices and professional ser4ice deli4er2. 0-e institutions are supposed to 5e
guided 52 legal docu8ents suc- as t-e @asic Education *ct no 1' of 2&13% t-e Pu5lic Procure8ent and .isposal
*ct of 2&&5 and regulations of 2&&(% and Pu5lic procure8ent 8anual for sc-ools and colleges a8ong ot-er
statutor2 policies.
Pu5lic teac-er training colleges are e6pected to -a4e a strategic plan to guide t-e prioritiIation of its
operations. 0-e go4ern8ent of 1en2a% since 2&&H% re<uires t-at all 8inistries% local aut-orities% agencies and
-ig-er educational institutions% sign perfor8ance contracts and wor+ towards IS# (international organiIations
standards certification. 0-is 8eans principals currentl2 -a4e greater financial and 8anagerial responsi5ilities in
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respect of fiscal and p-2sical facilities% staff% students and t-e co88unit2% t-an in t-e past. 0-e aspect of
perfor8ance contracting -ig-lig-ts t-e principal>s role in 8anaging t-e finances of t-e college in effecti4e and
efficient 8anner. 0-e principal toget-er wit- t-e @oard of )anage8ent (@#) accepts t-e responsi5ilit2 for
ensuring t-at t-e college finances are ad8inistered correctl2.
Educational institutions in 1en2a operate under t-e principles of pu5lic 8anage8ent w-ic-
incorporates t-e de4olution of financial autono82 awa2 fro8 t-e state towards t-e institutions and wit-in t-e
institutions. 0-is re<uires tec-nical and professional +now -ow for effecti4eness. *n effecti4e financial 8anager
outlines and puts down 8et-ods of doing t-ings% and also esta5lis-es structures of aut-orit2 for proper e6pending
of t-e finances. ;inancial 8anage8ent re<uires rig-t training of t-e personnel and especiall2 t-e c-ief e6ecuti4e
officer w-o s-ould 5e well e<uipped for t-e financial 8anage8ent function. 0-is will facilitate proper decision
8a+ing in directing and controlling t-e financial aspects of t-e institutions.
!. Research "ethodology
0-e stud2 e8plo2ed a 8i6ed 8et-odolog2 approac- to collect and present data. )i6ed researc- 8et-od was
found appropriate 5ecause t-e nature of infor8ation re<uired to answer t-e researc- <uestions was 5ot-
<ualitati4e and <uantitati4e. @ot- data was concurrentl2 collected t-roug- t-e use of <uestionnaires% and
inter4iew sc-edules.
#$. Research design
* descripti4e sur4e2 design was selected for t-e stud2 as t-e stud2 was 8eant to as+ a good nu85er of people
<uestions (in for8 of <uestionnaires and inter4iews a5out t-eir 8anage8ent practices. 0-is design allowed for
t-e collection of infor8ation necessar2 for gauging opinions% attitudes and practices t-at could 5e used to 8a+e
inference on financial 8anage8ent co8petences. 0-e stud2 used descripti4e sur4e2 design since t-e 4aria5les
could not 5e 8anipulated% and t-ere e6isted an opportunit2 to e6plore and pro5e t-e respondents for 8ore
infor8ation% to fact find% w-ic- resulted in t-e for8ulation of i8portant principles of +nowledge and suggested
solutions to significant pro5le8s in financial 8anage8ent .0-e stud2 targeted t-e principals and deput2
principals of pu5lic pri8ar2 teac-er training colleges. Purposi4e sa8pling was used to get t-e principals and
t-eir deputies.
0-e data was anal2Ied inducti4el2 and deducti4el2 using Statistical Pac+age for Social Sciences
4ersion 21. ,reswell% (2&&H corro5orates t-at data anal2sis wit-in 8i6ed researc- occurs 5ot- wit- t-e
<uantitati4e (descripti4e and inferential nu8eric anal2sis and <ualitati4e (description and t-e8atic te6t or i8age
anal2sis approac- and often 5etween t-e two approac-es. 0-e process of data anal2sis in4ol4ed se4eral stages
na8el2G data clean up% data reduction% data differentiation and e6planation.
##. Results findings
0-e stud2 sort to deter8ine t-e s+ills needed for effecti4e financial 8anage8ent in pri8ar2 teac-er training
colleges. 0o ac-ie4e t-is% salient areas were e6a8ined. 0-ese areas included9 financial 8anage8ent s+ills
ac<uired at t-e 5asic acade8ic training% certified financial 8anage8ent <ualifications of t-e principals and t-eir
deputies% an2 on t-e Eo5 training in financial 8anage8ent% c-allenges faced 52 principals in 8anaging
institutional finances and s+ills needed in order to succeed in financial 8anage8ent. 0-e o5Eecti4es were
also anal2Ied using inferential statistics in4ol4ing c-i-s<uare test. /elations-ip 5etween training and financial
8anage8ent s+ills needed was done. 0-e results indicated a 4er2 -ig- significant relations-ip 5etween training
and financial 8anage8ent s+ills needed.
11.1 Principals financial management education background
0-e stud2 assessed t-e nature of financial 8anage8ent education 5ac+ground of principals w-o 8anaged
teac-er training colleges in 1en2a. 0-e principals were as+ed to state t-e t2pe of financial 8anage8ent training
t-e2 8a2 -a4e recei4ed at t-eir 5asic acade8ic and professional training and financial 8anage8ent courses
attended. .ata collected was anal2Ied and t-e results were presented in fre<uencies and percentages in 0a5les a%
5 and c.
0-e results in ta5le (a indicate t-at 8aEorit2 of t-e principals were not trained on financial
8anage8ent. (3.(N of t-e principals indicated t-at t-e2 did not get an2 for8 of financial 8anage8ent training
at t-eir 5asic acade8ic training 5ut 3(.'N said t-e2 got so8e +nowledge in t-eir acade8ic course alt-oug- 4er2
little was incorporated in t-e unit on financial 8anage8ent and it was not practical.

Table (a) principals foral financial training at basic course
;re<uenc2 Percentage
Oes ' 3(.'
No 7 (3.(
0otal 11 1&&.&



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##$& Principals financial anageent training
/esults in ta5le (5 s-ow t-e principals w-o -a4e attended 8anage8ent courses. 5'.5N -a4e attended financial
8anage8ent course organiIed 52 t-e go4ern8ent% 1!.2N -ad not w-ile 27.3N were non co88ittal. 0-e courses
attended 52 t-e principals were 4er2 s-ort lasting 5etween one and two wee+s. 0-is indicates t-at 4er2 little
content was co4ered. 0-e respondents argued t-at t-e ti8e allocated for t-e course was not enoug-.
0a5le 5-principals financial 8anage8ent training
;re<uenc2 Percent

Oes ( 5'.5
No 2 1!.2
0otal ! 72.7
)issing 3 27.3
0otal 11 1&&.&
;ro8 t-e results in ta5le (c% 5'.5N attended t-e course after appoint8ent% 1!.2N of t-e8 attended t-e course
5efore appoint8ent and 27.3N did not co88it t-e8sel4es. In t-e responses t-e principals said t-e little training
t-e2 recei4ed was 4er2 useful in -elping t-e8 5e a5le to prepare 5udgets% interpret financial state8ents and
ad4ise on stores +eeping. Cowe4er ot-ers said t-e course did not -elp 8uc- as it was s-ort and t-ere was a lot to
learn. *lso t-e content was said to 5e tec-nical and needed a lot of practice for one to 8aster t-e s+ills.

Table (c) !as the course before or after appointent
;re<uenc2 Percent

@efore appoint8ent 2 1!.2
*fter appoint8ent ( 5'.5
0otal ! 72.7
)issing 3 27.3
0otal 11 1&&.&

##$' Financial anageent training and skills need
0-e stud2 e6a8ined -ow t-e financial 8anage8ent training of principals of teac-er training colleges 8atc-ed
wit- t-e financial training needs. 0o ac-ie4e t-is% t-e respondents were as+ed to descri5e t-eir financial
8anage8ent needs 4erses training recei4ed. .ata collected was anal2Ied under t-e <uestion M?-at is t-e e6tent
of financial 8anage8ent training and s+ills need for financial 8anage8ent in pu5lic teac-er training colleges in
1en2aJ> /esults were presented 5ot- in descripti4e for8 and using inferential statistics. 0-e descripti4e results
on financial 8anage8ent training are presented in ta5les (d and (e% w-ile t-e inferential statistics results are
presented at t-e end of t-is section.
0-e results in ta5le (d indicated t-at financial 8anage8ent was not recei4ed at t-e 5asic acade8ic=professional
training of t-e principals% and t-at t-e principals were not prepared on financial 8anage8ent 5efore assu8ing of
office. 5'.5N of t-e principal -ad not 5een introduced to financial 8anage8ent at t-eir 5asic professional
training course% and none was e4er in-ser4iced 5efore assu8ption of t-e principal>s office.72.7N -ad not also
undergone an2 training organiIed and financed 52 t-e go4ern8ent i88ediatel2 t-e2 too+ o4er office. (3.(N of
t-e principals said t-e2 lac+ed ade<uate +nowledge and s+ills to underta+e financial 8anage8ent in teac-er
training colleges. 0-e2 onl2 follow t-eir predecessors> financial culture w-ic- t-e2 find in placeG t-erefore t-e2
re<uire urgent additional training in order to 8anage college resources effecti4el2.
In su88ar2 an a4erage of 35.'2N said t-e2 -a4e w-at it ta+e in financial 8anage8ent w-ile t-e rest% ('.5!N
indicate t-e2 are ill-prepared for t-e Eo5 and t-erefore re<uire additional training for efficienc2 and effecti4eness.
Table (d) principals* responses on financial anageent training
OES N#
;re< N ;re< N
I did a course on financial 8anage8ent at 82 initial training as a teac-er. 5 '5.5 ( 5'.5
I underwent so8e training Eust 5efore assu8ing t-e principal>s office% organiIed 52 t-e go4ern8ent.

11 1&&
I -a4e undergone so8e training i88ediatel2 I too+ o4er t-e principal>s office% organiIed 52 t-e go4ern8ent. 3 27.3 ! 72.7
0-e go4ern8ent organiIed and financed t-e training 7 (3.( ' 3(.'
0i8e allocated for training was ade<uate 1& H&.H
I -a4e ade<uate +nowledge and s+ills to underta+e financial 8anage8ent in a teac-er training college. ' 3(.' 7 (3.(
I re<uire additional training in order to successfull2 8anage t-e college resources ! 72.7 3 27.3
*4erage appropriate c-oices 35.'2 ('.5!

0-e results indicated lac+ of for8al financial 8anage8ent training for t-e principals eit-er at t-eir
5asic acade8ic training or as 8anagers of educational institutions% t-e go4ern8ent see8s not to -a4e 8ade an2
deli5erate effort to train teac-er training colleges> principals on 8anage8ent and specificall2 financial
8anage8ent. Principals cried foul o4er t-eir lac+ of s+ills and feeling inco8petent 2et t-e go4ern8ent and t-e
societ2 e6pects t-e8 to perfor8 e6e8plar2 in 8anaging t-e educational institutions. 0-e2 argued t-at t-e2 learn
t-roug- trial and error and in 8ost cases do not tr2 to c-ange t-e procedures t-e2 found in t-ese institutions e4en
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.23% 2&1'

72
if t-e2 are not effecti4e for lac+ of a 5etter option. 0-e2 rel2 on t-e accounts office staff for ad4ice and in 8an2
cases t-e2 are 8isad4ised% 8islead and ta+en ad4antage of. So8e of t-e8 said t-e2 would e8plo2 t-e pri4ate
ser4ices of t-e district (Su5 ,ount2 auditors to 5alance t-eir 5oo+s at 4er2 e6or5itant fees. 0-e principals said
t-at financial 8anage8ent and 8anage8ent of educational institutions training is long o4erdue.
0-e results on t-e relations-ip 5etween training and de4eloping 8ission state8ent% as indicated in
0a5le (f% depict a c-i-s<uared test statistic of 1.H25 wit- associated ,-i-S<uare% li+eli-ood ratio and linear-52-
linear association p% w-ic- is P &.&5. 0-us% t-ere is a significant relations-ip 5etween training and de4eloping a
8ission state8ent. 0-e findings of t-e relations-ip 5etween training and de4eloping strategic plan depict a c-i-
s<uare test statistic of 1.H25 wit- associated ,-i-S<uare% li+eli-ood ratio and linear-52-linear association p%
w-ic- is P &.&5. 0-us% t-ere is a significant relations-ip 5etween training and de4eloping a strategic plan.
;ro8 t-e findings% a c-i-s<uare test statistic of .&1( wit- associated ,-i-S<uare% li+eli-ood ratio and
linear-52-linear association p% w-ic- is P &.&5. 0-us% t-ere is a significant relations-ip 5etween training and
de4eloping appropriate wor+ plans. * c-i-s<uare test statistic of 2.357 wit- associated ,-i-S<uare% li+eli-ood
ratio and linear-52-linear association p% of P &.&5 depict a significant relations-ip 5etween training and proper
recording of all financial transactions.
;ro8 t-e findings on relations-ip 5etween training and instituting strong internal controls% a c-i-s<uare
test statistic of 2.357 wit- associated ,-i-S<uare% li+eli-ood ratio and linear-52-linear association p% t-is is P
&.&5. 0-us% t-ere is a significant relations-ip 5etween training and instituting strong internal controls. * c-i-
s<uare test statistic of 11.&&& wit- associated ,-i-S<uare% li+eli-ood ratio and linear-52-linear association p% of P
&.&5 depict a significant relations-ip 5etween training and Internal and e6ternal auditing. ;ro8 t-e results% a c-i-
s<uared test statistic of .351 wit- associated ,-i-S<uare% li+eli-ood ratio and linear-52-linear association p% is P
&.&5 indicating a significant relations-ip 5etween training and record +eeping. ;ro8 t-ese findings t-ere is
significant relations-ip 5etween principals> financial 8anage8ent training and dependent financial 8anage8ent
s+ills re<uired.

Table (f) chi+s,uare results" relationship bet!een training and -arious financial anageent skills
.e4eloping
a 8ission
state8ent
.e4eloping
strategic plan
.e4eloping
*ppropriate
wor+ plans
/ecording
;inancial
0ransactions
Instituting
internal
controls
Internal
and e6ternal
auditing
/ecord
+eeping


$a
lue
d
f
*s2
8p
.sig
.(2-
side
d
$a
lue
d
f
*s2
8p.
sig.(
2-
side
d
4al
ue
d
f
*s2
8p.
sig.(
2-
side
d
4al
ue
d
f
*s2
8p
.sig
.(2-
side
d
$a
lue
d
f
*s2
8p
.sig
.(2-
side
d
$al
ue
d
f
*s28p
.sig(2-
sided
4al
ue
d
f
*s2
8p
.sig
.(2-
side
d
Pears
on
c-i-
s<uar
e
1.H
25
1 .&&
5
1.H
25
1 .&&5 .&
1(
1 .&&! 2.3
57
2 .&&
7
2.3
57
1 .&&
5
11 1 .&&1 .3
51
1 .&&
'
.
Di+eli
-ood
ratio
2.2
&3
1 .&3
!
2.2
&3
1 .&&7 .&
17
1 .&&! 3.3
3&
2 .&3
H
3.3
3&
1 .&2
!
1'.
'21
1 .&&& .3
(1
1 .&2
1
Dinea
r-52-
linear
ass
1.7
5&
1 .&3
(
1.7
5&
1 .&1H .&
15
1 .&&3 1.H
31
1 .&&
5
2.1
'3
1 .&'
3
1&.
&&&
1 .&&2 .3
1H
1 .&&
2
No of
4alid
cases
11 11 11 11 11 11 11

#&$ .iscussion and recoendations
;inance 8anage8ent s+ills suc- as planning% 5udgeting% 5oo++eeping and accounting are critical for success or
failure of an educational institution. ;inancial 8anagers are responsi5le for t-e financial -ealt- of t-eir
institutions. 0-e principals and t-eir deputies identified t-e following s+ills as urgentl2 needed 52 t-e 8anagers.
0-e2 includedG Cu8an resource 8anage8ent% 8anage8ent of tec-nolog2% financial 8anage8ent% ProEect
8anage8ent% planning s+ills% 5udgeting% negotiation s+ills% ti8e 8anage8ent% 8anaging c-ange% financial
decision 8a+ing% strategic 8anage8ent% procure8ent procedures.
In order to create an ena5ling en4iron8ent for principals in teac-er training colleges it re<uires t-at t-e
issues t-at stifle t-eir effecti4eness 5e addressed. Initiati4es suc- as tailor 8ade financial 8anage8ent courses
facilitated 52 officers fro8 t-e office of planning% treasur2% 1en2a sc-ool of go4ern8ent and 1en2a national
audit ser4ices are necessar2 to ena5le t-e principals effecti4el2 and efficientl2 8anage finances in t-e colleges.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.23% 2&1'

73
* 8ore per8anent solution could 5e put in place 52 -a4ing 8odules t-at t-e principals 8ust co4er wit-in a
certain period of training w-ic- is 8andator2 So8eti8es t-is is done for secondar2 sc-ool principals facilitated
52 1E)I.
It is reco88ended t-at t-e deput2 principals% deans and -eads of depart8ents in teac-er training
colleges 5e trained on 8anage8ent. 0-is tea8 wor+s 4er2 close to t-e principal in 8anaging t-e colleges. 0-e
training s-ould lead to a recogniIa5le certificate. /egular INSE0S would go a long wa2 in updating and
upgrading t-e principal and t-e 8anage8ent tea8.

#'$ Conclution
;ro8 t-e stud2% it was clear t-at effecti4e financial 8anage8ent was a go4ern8ent re<uire8ent t-at is e6pected
to gi4e t-e pu5lic 4alue for t-eir 8one2% wit- t-e ai8 of i8pro4ing ser4ice deli4er2. Cowe4er% 4er2 little effort
was 5eing e6pended to e<uip t-e financial 8anagers wit- t-e rele4ant s+ills. * lot of 5enefits would 5e realiIed
in t-e colleges if t-e rig-t training was gi4en to t-e financial 8anagers. ,ontinuous training was dee8ed
necessar2 fro8 t-e stud2% to +eep t-e officers a5reast wit- current re<uire8ent li+e strategic planning and
perfor8ance contracting. 0-e principals sur4e2ed -ad not attended se8inars or wor+s-ops on financial
8anage8ent in t-e last t-ree 2ears. 0-is s-owed t-at t-ere were a lot of discrepancies as far as financial
8anage8ent was concerned. 0-erefore t-ere is a need to strea8line t-is aspect due to its usefulness as a
8anage8ent tool. *ccording to t-e respondents% t-e colleges -ad tried t-eir le4el 5est in financial 8anage8ent
despite t-e 8an2 c-allenges t-e2 were facing. .espite lac+ of training t-e principals were 8a+ing a nota5le
effort to i8pro4e t-eir perfor8ance. Since t-eir appoint8ent to 8anage8ent position% it was e4ident t-at t-e
principals -ad 5eco8e 8ore co88itted to t-eir wor+% t-ere was increased Eo5 satisfaction and 8orale and t-at
t-e2 were 8oti4ated to wor+. Ser4ice deli4er2 -ad i8pro4ed tre8endousl2 and t-ere was deli5erate effort to
increase efficienc2 in processes ai8ed at resulting to financial gain

/EFE/ENCES
@asic Education *ct (2&13 laws of 1en2a Nairo5i .go4ern8ent printers
,ode of /egulations for 0eac-ers (2&1' Bo4ern8ent printers% Nairo5i
,o88onwealt- secretariat% (2&&& financial "anage"ent in schools ,o88onwealt- of learning and t-e Sout-
*frican de4elop8ent co88unit2 8inistries of education ,urriculu8
,reswell% J. (2&&H. Educational researc-9 Planning% conducting% and e4aluating <uantitati4e and <ualitati4e
researc- (2nd Ed.. 3pper Saddle /i4er% NJ9 Pearson )errill Prentice Call.
.i Napoli 0. P (2&&7 our world neig-5our c-arter sc-ool #ffice of New Oor+ controller% di4ision of state
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#+u85e 2&&7(1HHH *ducation "anage"ent+ theory and %ractice Nairo5i% 3ni4ersit2 press% 3ni4ersit2 of
Nairo5i
3S depart8ent of education 3' ,;/ ((! Su5part 1% (2&11 financial "anage"ent syste"s
?illis Ou+o.#. F .a4id #nen (2&&H * general guide to writing researc- proposal and report% * -and5oo+ for
5eginning researc-ers Nairo5i% Jo8o 1en2atta foundation

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