Abstract:
Despite the implementation of the National Education Management Information System
(NEMIS) in Kenyan public secondary schools, there remained limited understanding of
its effectiveness in enhancing administrative efficiency, management practices, and
professional development in Nandi North Sub-County. This study examined the current
state of NEMIS implementation, assessed its impact on the efficiency and effectiveness
of administrative tasks and management practices, and explored its influence on
education administrators' professional development. The study was guided by the Unified
Theory of Acceptance and Use of Technology (UTAUT) and Technology Task Fit
Theory. A descriptive survey research design was adopted, targeting 558 respondents,
including 58 principals and 500 teachers and administrators from 58 public secondary
schools in the sub-county. Using Krejcie and Morgan’s sampling table, a sample of 121
respondents was selected, comprising 11 principals through purposive sampling and 110
teachers/ administrators through simple random sampling. Data were collected using
questionnaires and interview schedules. Quantitative data were analyzed using
descriptive statistics, while qualitative data were analyzed through content analysis. The
study established that NEMIS implementation varied across schools, with those having
well-developed ICT infrastructure demonstrating higher effectiveness in student data and
curriculum management, while schools with limited infrastructural support faced
challenges that constrained optimal use, the system improved administrative efficiency
by reducing the time and effort required for routine tasks, enhancing coordination and
communication among departments, and supporting data-driven decision-making.
Furthermore, NEMIS provided opportunities for professional development, enabling
administrators and teachers to acquire skills that supported better management practices.
The researcher concluded that NEMIS demonstrated potential in improving
administrative efficiency, management practices, and professional development in public
secondary schools; however, its implementation levels were inconsistent across schools.
The study recommended that NEMIS adoption should be strengthened through targeted
training programs, improved infrastructural support, regular system maintenance, and
continuous professional development initiatives to maximize its effectiveness in
transforming educational management practices in Nandi North Sub-County.
