Author : Peter Wekesa Wamalwa, Edwin Nyongesa Masibo, Carolyne Nabwova Simiyu [ Volume No.:VI, Issue No.V-SEP 2017] [Page No : 752-758] [2017]

small performance in Mathematics and Science subjects poses a challenge towards realization of the Kenya National development goal of industrialization by the year 2020. The government of Kenya in liaison with the Japanese government came up with Strengthening of Mathematics and Science in Secondary Education (SMASSE) to remedy the situation. This was to be achieved through in-service training for mathematics and science teachers to improve on teacher classroom practices and student’s learning. This paper presents a study on influence of trainers’ attributes on mathematics and science teachers’ participation in the in-service training. The study was guided by Rogers’s innovationimplementation diffusion theory. Descriptive survey design was used and the target population was 1450 teachers teaching in 275 secondary schools and 9 sub-county Quality Assurance Officers (QASO). Simple random sampling and purposive sampling techniques were used for a sample size of 438. Data was collected using questionnaires, interview schedules and an observation guide. It was analyzed using descriptive statistics. It was found out that trainers’ attributes highly influence mathematics and science teachers’ participation in the SMASSE In-Service training (INSET). It was concluded that classroom implementation of SMASSE programme was influenced by trainers’. From the conclusion, it was recommended that the national SMASSE office and the MoEST should consider teachers’ views on trainers’ personal attributes for effective classroom implementation of the Activity-focused, Student-centered, Experimenting and Improvisation (ASEI) and Plan, Do, See and Improve (PDSI) innovation.