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Despite heavy investments in training and development, low-quality education standards and challenges in management practices have been a sticky problem in the Kenyan education sector. Organization Theory guided the main aim of this study in establishing the relationship between management policies and transfer of skills for public secondary school headteachers in schools management. The study adopted a descriptive research design. Questionnaires were used to collect quantitative and qualitative data. Data were analyzed through descriptive and inferential statistics. The study population comprised 226 headteachers.  A mixture of stratified random sampling and census study was adopted in sampling 69 respondents. The results established that management policies explained a 23.4% variation in the transfer of skills for school heads. ?1 = 0.536 and p-value = 0.000 (p<0.05) indicated that management policies had positive and significant effects on transfer of skills. The study established that unsupportive policies like the Students Council, two centers of power, strict policies, and lack of inclusivity in policy formulation adversely affected school heads in implementing learned skills. The study recommends fair representation of all categories of education stakeholders in policies review and formulation to alleviate challenges associated with management policies to enhance the transfer of skills. The Government should address the issue of two centers of power in the public basic education sector. The paper sought to call the attention of the professional development trainers to exercise follow-ups to assess post-training behavioral outcomes in the context of organizational climate.

The study sought to determine the relationship between leadership practices and labor turnover in private primary schools in Kenya with a specific focus on Rongai Sub-County in Nakuru County, Kenya. The theoretical framework of this study was derived from the Two-Factor Theory and Organization Support Theory. The study used a descriptive survey design and targeted a population of 680 employees of 34 private primary schools in the study area. A sample of 204 employees was picked using the simple random sampling method. Questionnaires were used to collect quantitative data from teachers while interview guides were used to collect qualitative data from headteachers and their deputies. Descriptive statistics were computed for each study variable while the Pearson correlation method was used to test the effect of the leadership practices on labor turnover. Qualitative data collected through the interviews were analyzed using the thematic content analysis technique. Results revealed that there is a high labor turnover in the private primary schools in Rongai with a rating of 71.2%. Results also showed that there were less than optimal leadership practices in schools with a rating of 50.8%. Labor turnover in the schools was negatively and significantly associated with leadership practices (r=-.523, p=.000). The study recommends that private primary schools ensure that teachers are actively involved in making key decisions and management of school activities in order to reduce labor turnover.