The document summarizes a study that examined the challenges of implementing principal management strategies and their effect on student academic performance in public secondary schools in Meru County, Kenya. The study found that challenges such as understaffing, work stress, low job satisfaction, and underfunding negatively impacted the implementation of principal strategies and student performance. Specifically, the challenges explained over 65% of poor academic performance. The study concluded that improving resources, satisfaction, and teacher ratios could help curb deficiencies and improve performance. It recommends partnerships to support teaching resources and infrastructure in Kenyan public schools.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Gender And Teachers’ Attitude Towards Guidance And Counseling Programmes In S...QUESTJOURNAL
ABSTRACT : This study investigated teachers’ attitudes towards Guidance and Counseling (GAC) programs. The aim was to establish whether gender has an influence on teachers’ attitudes towards GAC programmes. The study sample comprised of 130 teachers. Questionnaires were used to collect data. Data analysis utilized the Statistical Package for Social Scientists to generate descriptive statistics that included frequencies and percentages and inferential statistics (Chi Square). The findings indicate that generally teachers had positive attitudes towards GAC programms in school. It however emerged that gender has some influence on teachers’ attitudes towards GAC programmes. It was recommended that female teachers be given support by education stakeholders in order for them to offer the needed services in GAC departments and the male teachers to be encouraged to attend the workshops and enroll for GAC courses. The findings, conclusions and recommendations will be useful to the department of GAC, Ministry of Education, policy makers, researchers, practitioners, academicians, professionals and stakeholders in the various fields.
Total quality in teaching and school effectiveness as tools of Administration...inventionjournals
School effectiveness is a different approach to achieve quality in the organization and administration of education. The quality of teaching in classrooms is inextricably linked to the effectiveness of the school unit, as teaching directly affects one of the most important interest groups in education: students. The quality of learning is influenced both by school environment and the activities in which student are involved. The purpose of this research is to investigate the opinion of students on teaching and on the school culture. This opinion can be used in order to create the appropriate school climate with a view to achieving quality in the organization and in the administration of the school unit. This research is original and innovative as it correlates the views of students with the implementation of total quality management (TQM) in the school unit.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Gender And Teachers’ Attitude Towards Guidance And Counseling Programmes In S...QUESTJOURNAL
ABSTRACT : This study investigated teachers’ attitudes towards Guidance and Counseling (GAC) programs. The aim was to establish whether gender has an influence on teachers’ attitudes towards GAC programmes. The study sample comprised of 130 teachers. Questionnaires were used to collect data. Data analysis utilized the Statistical Package for Social Scientists to generate descriptive statistics that included frequencies and percentages and inferential statistics (Chi Square). The findings indicate that generally teachers had positive attitudes towards GAC programms in school. It however emerged that gender has some influence on teachers’ attitudes towards GAC programmes. It was recommended that female teachers be given support by education stakeholders in order for them to offer the needed services in GAC departments and the male teachers to be encouraged to attend the workshops and enroll for GAC courses. The findings, conclusions and recommendations will be useful to the department of GAC, Ministry of Education, policy makers, researchers, practitioners, academicians, professionals and stakeholders in the various fields.
Total quality in teaching and school effectiveness as tools of Administration...inventionjournals
School effectiveness is a different approach to achieve quality in the organization and administration of education. The quality of teaching in classrooms is inextricably linked to the effectiveness of the school unit, as teaching directly affects one of the most important interest groups in education: students. The quality of learning is influenced both by school environment and the activities in which student are involved. The purpose of this research is to investigate the opinion of students on teaching and on the school culture. This opinion can be used in order to create the appropriate school climate with a view to achieving quality in the organization and in the administration of the school unit. This research is original and innovative as it correlates the views of students with the implementation of total quality management (TQM) in the school unit.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
Fringe Benefits, Administrative Support And Physical Work Environment As Corr...Turyamureeba Silaji
Guided by Herzberg's Motivation-Hygiene Theory, this study was carried done to establish how motivational practices, namely fringe benefits, administrative support and physical work environment correlate with the way teachers perform their duties in private secondary schools in Mbarara District, Uganda. The study employed a cross-sectional survey design, using both quantitative and qualitative approaches. Two hundred fourteen people, comprising Board of governors, PTA Chair persons, teachers, as well as the head teachers from selected private secondary schools was used as respondents. To analyse the findings, descriptive statistics and Pearson correlation coefficient were used. The findings showed that there is no significant correlation between fringe benefits and teachers’ performance (r = 0.015, p = 0.843 > 0.05); that there is a positive and significant relationship between administrative support and performance of teachers (r = 0.168, p = 0.025 < 0.05); and that there is a positive and significant relationship between physical work environment and performance of teachers (r = 0.213, p = 0.005 < 0.05). Thus, it was recommended that school administrators should provide better motivational practices to teachers so that they can perform better.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
MOTIVATIONAL PRACTICES AND TEACHERS’PERFORMANCE IN PRIVATE SECONDARY SCHOOLS ...Turyamureeba Silaji
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
Fringe Benefits, Administrative Support And Physical Work Environment As Corr...Turyamureeba Silaji
Guided by Herzberg's Motivation-Hygiene Theory, this study was carried done to establish how motivational practices, namely fringe benefits, administrative support and physical work environment correlate with the way teachers perform their duties in private secondary schools in Mbarara District, Uganda. The study employed a cross-sectional survey design, using both quantitative and qualitative approaches. Two hundred fourteen people, comprising Board of governors, PTA Chair persons, teachers, as well as the head teachers from selected private secondary schools was used as respondents. To analyse the findings, descriptive statistics and Pearson correlation coefficient were used. The findings showed that there is no significant correlation between fringe benefits and teachers’ performance (r = 0.015, p = 0.843 > 0.05); that there is a positive and significant relationship between administrative support and performance of teachers (r = 0.168, p = 0.025 < 0.05); and that there is a positive and significant relationship between physical work environment and performance of teachers (r = 0.213, p = 0.005 < 0.05). Thus, it was recommended that school administrators should provide better motivational practices to teachers so that they can perform better.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
MOTIVATIONAL PRACTICES AND TEACHERS’PERFORMANCE IN PRIVATE SECONDARY SCHOOLS ...Turyamureeba Silaji
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
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Memorandum Of Association Constitution of Company.pptseri bangash
www.seribangash.com
A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
Contents of Memorandum of Association:
Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
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Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
Objective Clause: This clause delineates the main objectives for which the company is formed. It's important to define these objectives clearly, as the company cannot undertake activities beyond those mentioned in this clause.
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Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
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Capital Clause: This clause specifies the authorized capital of the company, i.e., the maximum amount of share capital the company is authorized to issue. It also mentions the division of this capital into shares and their respective nominal value.
Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
Importance of Memorandum of Association:
Legal Requirement: The MOA is a legal requirement for the formation of a company. It must be filed with the Registrar of Companies during the incorporation process.
Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
https://seribangash.com/difference-public-and-private-company-law/
Binding Authority: The company and its members are bound by the provisions of the MOA. Any action taken beyond its scope may be considered ultra vires (beyond the powers) of the company and therefore void.
Amendment of MOA:
While the MOA lays down the company's fundamental principles, it is not entirely immutable. It can be amended, but only under specific circumstances and in compliance with legal procedures. Amendments typically require shareholder
3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
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What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
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RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
1. American International Journal of Business Management (AIJBM)
ISSN- 2379-106X, www.aijbm.com Volume 5, Issue 04 (April-2022), PP 12-17
*Corresponding Author: Paul Mworia Bagine1
www.aijbm.com 12 | Page
Principal’s management strategies implementation challenges
effect on learner’s academic performance in Public Secondary
schools in Meru County, Kenya.
Paul Mworia Bagine1
, Dr. Kaberia Isaac Kubai2
, Dr. Zachary Njagi2
1
(Department of education, Kenya Methodist University, Kenya)
2
(Department of Humanities, University of Embu, Kenya)
3
(Department of Education, University of Embu, Kenya)
*Corresponding Author: Paul Mworia Bagine1
ABSTRACT: This study aimed at examining the effects of principal’s management strategies on student’s
academic performance in public secondary schools in imenti north Sub-county Meru County, Kenya. The
research used descriptive survey research design. The sample size was 30 principals sampled through
purposive sampling of 2 heads of departments in every school. The researcher used structured questionnaire
to collect data. This study revealed a positive relationship between strategy implementation and academic
performance. It implied that 57.5% of changes in mean score were explained by the strategy implementation
success. This research revealed a positive relationship between efficiency of teaching resources and student’s
results. The challenges faced during implementation had a strong significant effect on the performance of the
school. Low level of satisfaction with the facilities by the staffs significantly affected the implementation of
principal’s strategies eventually negatively affecting the schools performance. This work informs higher
education policies in developing countries. There is need for schools to adequately equip their schools with
human and financial resources as well as improve teacher student ratio and satisfaction in order to improve
performance.
KEYWORDS- challenges, implementation, leadership, resources efficiency, strategy formulation
I. INTRODUCTION
Globally, nations spend highly in order to develop and improve education. Education is the backbone
of socio-economic development as it helps progress the industrious capacity of the nation politically,
scientifically, and economically (Mahvar et al., 2018; Renzulli, 2015). It reduces poverty by alleviating its
impact on health, nutrition, and population. Also, it increases the efficiency and value of labour offered by the
people. New production methods have been brought about by a labour force that is well trained and intellectual
with technological advancements (Huaisheng et al., 2019).
However, Effective management of institutions and subsequent achievements are inseparable (Avidov-
Ungar, 2017) Schools, just like any other organization, cannot be left out in the effective management debate.
The key to effective school management is getting results from other people by focusing on the goals or targets
desired consistency, clarity, accuracy, and thoroughness in all management actions. Furthermore, schools are
like other organizations, which should be well managed using known methods of management (Amoli &
Aghashahi, 2016; Gakenia et al., 2017; Huaisheng et al., 2019). Luhangala, (2019) argues that effective and
efficient strategy implementation is important in that it determines the ability of the school to attain its
objectives and goals.
Orodho & Waweru, (2014) recently, Kenya has experienced a wave of unrelenting student unrest. This
poses questionable management strategies by school managers. There have been various efforts to address
strikes and the poor performance phenomenon. A study done by (National Crime Research Center 2016) on
rapid assessment of induced fire cases in Kenya's high education shows many aspects that are causing
consistency and terrible results in Kenya's public high schools (Opere et al., 2019). During the year 2016, there
were 66 strikes recorded in Meru county alone, accounting for almost a fifth of all the strikes in the forty-seven
counties of Kenya (Wanjohi et al., 2017). The rate of unrest in Meru is far much higher than the national
average. Strikes and destruction of property are signs that performance in national examinations is likely to be
poor because schools are unable to achieve their academic goals (Gacheri, n.d.). This research assessed the
challenges of implementing principal’s management strategies and their effect on learner’s academic
performance in public secondary schools in Imenti North Sub County Meru County, Kenya.
2. Challenges of implementing principal’s management strategies and their effect on learners…
*Corresponding Author: Paul Mworia Bagine1
www.aijbm.com 13 | Page
II. STATEMENT OF THE PROBLEM
The Most schools in Imenti North Sub County have performed dismally during the last few years, and
it is not clear whether principals' management strategies' effectiveness may have contributed to the current state
of affairs. While some schools consistently perform well in national examinations, they continue to struggle to
meet stakeholders' expectations (Obama et al., n.d.-b). Arguably, effective management strategies positively
contribute to this achievement. Though management strategies used by principles may not be the only factor for
academic performance, it cannot be wished away given that it is an important tool for steering an organization to
success (Nzoka, 2014a). Thus, this analysis seeks to assess the challenges of implementing principal’s
management strategies and their effect on learner’s academic performance in public secondary schools in
Kenya.
III. LITERATURE REVIEW
Theory
This study was anchored on Fayol's principles of management. Managers at the operational level
should apply Fayol derived up with fourteen principles of management, which he sensed. He itemized the
principles as a division of effort, power, and duty to carry out the work/assignment, self-control in terms of
respecting the school's procedures and guidelines, and the unity of command where instructions come from one
person (Hou et al., 2019). Other principals include unity of direction in which all operate from a single plan.
Individual subjugation of self-interest, fair compensation to employees, focal planning during which real
influence is assigned, and scalar-chain demonstrates how power streams from the upper end to the base of the
leadership circuit are also included (Bacud, 2020). The following principles were: order, equity, and fairness in
dealing with workers and tenures of stable labour at the right place at the right time.
Further, an initiative for employees to act and be innovative and Esprit-de corps means there is strength
in teamwork and encouragement (Mwaria et al., 2016). This study was based on the theoretical framework of
the Fayol Administrative theory of management. For principals to be successful, the fourteen (14) principles of
Fayol can assist them in improving student performance.
The theory of administrative management applies to this study in that the 14 principles help in
managing schools by applying the principles in their day-to-day management strategies to get things done by
fostering teamwork in schools. The theory also emphasizes that principals should be trained, and there should be
a separation of principals' duties as managers and staff members who are supervised by principals (George et al.,
2017). By the review of literature challenges such understaffing, work stress and low job satisfaction emerged as
major themes hindering strategy implementation thus leading to poor performance.
Understaffing
There are some effects of understaffing in organizations in general and in educational institutions in
specific. Globally, with introduction of low cost upper school education the transition rate from primary to
secondary has improved (48%) (Oyugi, M. 2019). This implies that with an anticipated higher transition rate,
then the student-teacher ratio will get even higher if teacher shortage and the attendant strategies to remedy the
same are not addressed (Huaisheng et al., 2019). In Kenya, following the roll out of 100 per cent transition
policy to complement Free Day Secondary School, primary to secondary transition rates have increased from
83.3 per cent in 2018 to 95 per cent by the first quarter (Q1) of 2020 (KIPPRA, 2020) . Public schools all over
the country are largely short-staffed. Something that is shown by the popular UNESCO analysis, which showed
that the learner instructor ratio had analyzed 162 schools in Nairobi. In Central, Western, and Nyanza, the
instructor engagement was limited to 1:58 versus approved 1:40. Some of the best schools also had
unfavourable effects even though there were up to 120 students in certain classes (UNESCO 2013).
Work Stress
Stress is a present reality in life to every individual. Stress is not something to be avoided, and that the
complete absence of stress is death (Muti, 2019). Among the four major types of stressors identified in that
model are the individual-level stressors (Hou et al., 2019). These are stressors openly connected with a person's
occupation duty. In the teaching career, role overload as well as role conflict, among other things, a heavy
workload in terms of the number of lessons taught per day as well as the number of subjects taught per day, and
the frequency of other responsibilities such as the role of the teacher on duty or teacher in charge of co-
curricular activities among others (Gbollie & Keamu, 2017). These multiple role features generate strain since
they make individuals feel overwhelmed and unclear about what they ought to be doing (Abbas, 2019).
Job Satisfaction
Job satisfaction is the emotional response to various aspects of an employee's job. It can be either
favourable or unfavourable. Two main components that remain intricate in employee-employer relationships are
contributions and consequences (Johnson, n.d.). On one side are the employees' inputs such as education,
familiarity, and effort for which he or she anticipates a just return, and on the product side of the give-and-take,
the organization delivers such things as remuneration, other profits, and appreciation. This implies that they
3. Challenges of implementing principal’s management strategies and their effect on learners…
*Corresponding Author: Paul Mworia Bagine1
www.aijbm.com 14 | Page
have to make certain equity comparisons (Nzoka, 2014b). The negative inequity can lead to symptoms of low
motivation when employees start looking for ways and means of joining the superior employer or geographical
area In terms of allowances accruing (Polirstok, 2017a). From the preceding, teachers will compare themselves
to other professionals, both in and out of the teaching profession, in terms of the prescribed workload and the
resultant gains, and in case they find negative equity, their propensity to leave the profession in search of
greener pastures will escalate (Simba et al., 2016). Their getting a place in the 'better' pastures escalates the
problem of teacher shortage in the schools to the detriment of the learners who are the focus of the educational
effort, inadequacy and (or) lack of appropriate work tools have a motivational aspect on the workers of the
organization (Oyugi, M. 2019).
IV. RESEARCH METHOD
The research used descriptive survey research design. The targeted population was 41 principals of
public secondary schools, and 144 heads of departments. The sample size was 30 principals and using purposive
sampling of 2 heads of departments in every school. Piloting of instruments comprised 10% of the sample size
was done in neighboring Meru Central Sub County. The reliability of the research instruments was determined
by half- split Spearman correlation coefficient after which corrections and adjustments were done to the
instruments. The questionnaires were then delivered to the respondents by the researcher and allowed them time
of one week to fill.
V. RESULTS AND DISCUSSION
Challenges experienced
This study sought to find out what challenges of principal’s management strategies implementation
affect academic performance in public secondary schools. The respondents were required to indicate how often
do certain challenges of implementing Management strategies occur. Both the HOD, s agreed that the school
suffers understaffing, stress, low job satisfaction and underfunding. Majority of the respondents 18(36%) noted
that the school experiences understaffing sometimes while, 9(18%) principals added that they experience
understaffing always. Further, 23(46%) of the principals noted that they sometimes suffered low job satisfaction
and 17(34%) noted that they always face low job satisfaction of their employees. This is likely to significantly
affect school performance. Majority of the respondents indicated that they always experience underfunding
always. Inadequate financing was a major challenge to most of the Public secondary schools in North Imenti.
Table 1. Challenges experienced in implementing strategic plan
Challenges experienced in
implementing strategic plan
Always sometimes often undecided never
Understaffing challenge 9(18%) 18(36%) 10(20%) 4(8%) 9(18%)
Stress challenge 14(28%) 22(44%) 5(10%) 6(12%) 3(6%)
Job satisfaction challenge 17(34%) 23(46%) 5(10%) 6(12%) 3(6%)
challenges of under funding 32(64%) 6(12%) 9(18%) 0 3(6%)
Inferential Statistics
This study sought to find out the effect of challenges faced on implementation of strategies and school
performance. This study found that challenges faced during implementation explained over 65.4% of poor
academic performance of public secondary schools in North Imenti Constituency (R=0.809, R2
=0.654,
F=2.349, p=0.047). Low level of satisfaction with the facilities by the staffs significantly affected the
implementation of principal’s strategies eventually negatively affecting the schools performance. Table 2.
Table 2. Regression model on challenges in implementation
The overall coefficient of determination R of 0.657 also called the R squared was 65.7%. This means that
jointly, the predictor variables (formulation of strategy, implementation, efficiency of teaching resources &
leadership initiatives, challenges of implementing) explain 65.7% of the total variations in the dependent
variable (performance of secondary schools). The correlation coefficient of 80.1% indicates that the joint effect
of the predictor variables has a strong correlation with performance of public secondary schools.
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ANOVA for linear relationship between challenges faced in implementation and performance of Public
secondary schools.
ANOVA was used to evaluating the exact relationship between challenges and strategy implementation in
secondary schools. The researcher considered the significance values which were gotten for various variables.
The results on the analysis of the variance (ANOVA) are in the table below. The results indicated that the
overall model was statistically significant. Further, the results implied that the independent variables are good
predictors of performance of public secondary schools. This was supported by an F statistic of 2.957 and the
reported p value of 0.02, which was less than the threshold probability of 0.05 at 5% level of significance.
Table 2: ANOVA for linear relationship of the variables
VI. CONCLUSION
This study concluded that inadequate human and financial resources were strong indicators of poor
strategy implementation and poor performance (R=0.809, F=2.349, p=0.047). The principals management
strategies largely affect students academic performance (R=.735, F=4.975, P=0.00). The numbers of teachers in
the department strongly affect student academic performance. Teaching resources significantly affects students
results (r=.561, F=2.761 p=0.19).
This research will be very useful to County Governments, Teachers service commission (TSC) and the
Schools Board of management (BOM) to deploy quality, competent and sufficient teachers in public secondary
schools in Meru County to curb deficiency and meet the required teacher student ratio. The need of adequately
remunerate the teachers to ensure high teacher motivation and satisfaction for quality service delivery.
The study will inform National government Of Kenya (GOK) and Ministry of Education (MOE) to
policies to allocate enough funds to during the Budget 2021/2022 to the education sector and especially County
public secondary schools.
The School heads will benefit since regular training of their staff on strategy deliverable goals, can
improve academic performance.
This study recommends partnerships between UNESCO, Ministry of education and county
governments to implement programs that will support and improve teaching resources and infrastructure in
Public secondary schools in Meru County.
ACKNOWLEDGEMENTS
I greatly thanks the almighty God for whom He is. I appreciate Dr. Zachary Njagi, Dr. Kaberia Isaac
Kubai, of University of Embu who mentored me. I also acknowledge Dr. Severina Mwirichia of Kenya
Methodist University and Mr. Kenneth Mburugu Kamari of Kenya Methodist University Tvet Institute for the
great support.
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*Corresponding Author: Paul Mworia Bagine1
1(Department of education, Kenya Methodist University, Kenya)