Effects of Training Gaps on the Effectiveness of the Novice Teachers in Public Secondary Schools in Kenya

The present study investigated the effects of training gaps on the effectiveness of the novice teachers in public secondary schools in Mbita Sub-county, Homabay County, Kenya. The study adopted Convergent Parallel research design. The target population was 120 novice teachers, and a sample size of 120 novice teachers was obtained using census sampling technique while 12 principals were obtained using stratified sampling technique. Questionnaires were used to obtain data from teachers while interview guide were used to collect data from principals. In the present study, a reliability was ensured by Cronbach's alpha method and a coefficient value of r= 0.792 was reported. The data from questionnaires were analyzed by using descriptive statistics and also inferential statistics such as Pearson correlation while qualitative data from interview guide was analyzed using thematic analysis. The study used Statistical Package for Social Sciences version 22 to aid in quantitative data analysis at 0.05 level of significance. Three null hypotheses were tested. The analysis revealed a strong significant (n= 82; r =.650; p < 0.05) effect of training gap on effectiveness of the novice teachers. School principals should provide comprehensive Induction programmes to the novice teachers in secondary schools. The School principals should provide mentorship to the novice teachers in secondary schools