DELEGATION OF DUTIES AS A PRINCIPALS’ MOTIVATIONAL PRACTICE ON TEACHER RETENTION IN PUBLIC SECONDARY SCHOOLS IN KAMUKUNJI SUB COUNTY, NAIROBI COUNTY KENYA
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.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Monitoring And Evaluation Framework For The K 12 Education And Training Syste...Wesley Schwalje
This presentation advances a performance management framework for the K-12 education system that aligns ministry and sector strategies with the development goals established by the Qatar National Development Strategy 2011-2016 and the Qatar National Vision 2030. Policy-based KPIs were conceived to measure system performance relative to the achievement of the overarching policy aims of quality, equity, and portability. Output KPIs were conceived to measure the effectiveness of education and training system interventions in terms of achieving academic, social, and economic outcomes which are precursors to the future development of Qatar.
Principals and senior educators are role models. They inspire both - children and colleagues. What does it take to be a school leader? Can you learn leadership in school? What style of leader are you? More importantly, how do you become an effective leader. Mentor Magazine's 'How to be a school leader' elaborates on how networking is the best way to be a school leader.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Administrative Leaders’ Strategies as Correlates of Workers' Job Performance.pdfssuser6f4a6d
The study investigated the Principals’ Administrative Strategies as
Correlates of Teachers’ Job Performance in Secondary Schools in Nsukka
Education Zone of Enugu State. Four research questions and four null
hypotheses guided the study. A correlational survey design was adopted for
this study. The population comprised 1830 principals and teaching staff. A
sample size of 605 respondents was drawn using a proportionate random
sampling technique. The two designed instruments used for data collection
are Principals' Administrative Strategies Questionnaires (PASQ) and
Teachers' Job Performance Questionnaires (TJPQ). The instrument was
subjected to face validation by three experts and internal consistency of the
instrument was obtained using Cronbach Alpha that yielded an index of 0.73.
Data collected were analyzed using regression analysis while regression
ANOVA was used in testing the formulated hypotheses at a 0.05 level of
significance. The findings revealed among others that, open communication,
carrying teachers along and providing for teachers’ welfare among others are
principals’ administrative strategies for enhancing teachers’ job performance
in public secondary schools. The result also revealed that a highly positive
significant relationship exists between principals’ administrative strategies in
decision-making, delegation of duties, open communication and management
of staff welfare and teachers’ job performance in public secondary schools in
Enugu state. The study recommended among others that principals in public
secondary schools should adopt positive administrative strategies as identified
in this study to promote teachers’ job performance
Monitoring And Evaluation Framework For The K 12 Education And Training Syste...Wesley Schwalje
This presentation advances a performance management framework for the K-12 education system that aligns ministry and sector strategies with the development goals established by the Qatar National Development Strategy 2011-2016 and the Qatar National Vision 2030. Policy-based KPIs were conceived to measure system performance relative to the achievement of the overarching policy aims of quality, equity, and portability. Output KPIs were conceived to measure the effectiveness of education and training system interventions in terms of achieving academic, social, and economic outcomes which are precursors to the future development of Qatar.
Principals and senior educators are role models. They inspire both - children and colleagues. What does it take to be a school leader? Can you learn leadership in school? What style of leader are you? More importantly, how do you become an effective leader. Mentor Magazine's 'How to be a school leader' elaborates on how networking is the best way to be a school leader.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
Similar to DELEGATION OF DUTIES AS A PRINCIPALS’ MOTIVATIONAL PRACTICE ON TEACHER RETENTION IN PUBLIC SECONDARY SCHOOLS IN KAMUKUNJI SUB COUNTY, NAIROBI COUNTY KENYA
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Administrative Leaders’ Strategies as Correlates of Workers' Job Performance.pdfssuser6f4a6d
The study investigated the Principals’ Administrative Strategies as
Correlates of Teachers’ Job Performance in Secondary Schools in Nsukka
Education Zone of Enugu State. Four research questions and four null
hypotheses guided the study. A correlational survey design was adopted for
this study. The population comprised 1830 principals and teaching staff. A
sample size of 605 respondents was drawn using a proportionate random
sampling technique. The two designed instruments used for data collection
are Principals' Administrative Strategies Questionnaires (PASQ) and
Teachers' Job Performance Questionnaires (TJPQ). The instrument was
subjected to face validation by three experts and internal consistency of the
instrument was obtained using Cronbach Alpha that yielded an index of 0.73.
Data collected were analyzed using regression analysis while regression
ANOVA was used in testing the formulated hypotheses at a 0.05 level of
significance. The findings revealed among others that, open communication,
carrying teachers along and providing for teachers’ welfare among others are
principals’ administrative strategies for enhancing teachers’ job performance
in public secondary schools. The result also revealed that a highly positive
significant relationship exists between principals’ administrative strategies in
decision-making, delegation of duties, open communication and management
of staff welfare and teachers’ job performance in public secondary schools in
Enugu state. The study recommended among others that principals in public
secondary schools should adopt positive administrative strategies as identified
in this study to promote teachers’ job performance
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.
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.
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.
Teacher’s attitudes and strategies can be influenced by workplace
professional learning, which in turn affects student engagement and learning.
Although educators are accountable for their professional development, the
school must be learning-centered and able to provide resources for all
members of the institution to improve their teaching and learning skills for
the overall development of the school. The project's goal was to perform a
pilot intervention study on the impact of school director-led workplace
professional development for in-service teachers to provide evidence and
recommendations on the impact of school director-led workplace
professional development training for teachers. The intervention study on
school director-led workplace professional development training for teachers
on formative assessment indicates that there were significant changes in
teachers’ understanding and use of formative assessment. The result found
that there is statistical difference between the teacher’s pre- and postintervention
survey response on formative assessment workplace
professional development training. The evidence stands as a
recommendation for school directors, teachers, the ministry of education and
other stakeholders for quality teaching and whole school development.
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.
THE PRINCIPAL HUMAN RELATION STRATEGIES AND TEACHERS JOB PERFORMANCES OF SECO...ResearchWap
This study examined principal human relation strategies and teachers' job performance in secondary schools in Patigi Local Government
Area, Kwara State.
A sample of secondary schools was randomly selected. The questionnaire was administered to one hundred and sixty principals and Teachers for research, questions were generated and tested for the study. The result obtained showed good principal human relation strategies and Teachers' job performance by involving them in Motivation, Communication, Safety and collaboration for smoothly running of the school.
Therefore, the principal and Teachers should continue having a good relationship to bring about improvement of the teacher and output of the school (student). The principal can also influence the teacher’s activities towards improving teacher skills, organizing workshops, in-service training and seminars.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
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.
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.
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.
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.
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
A critical analysis of qaso’s supervisory practices on teacher effectiveness ...Alexander Decker
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Similar to DELEGATION OF DUTIES AS A PRINCIPALS’ MOTIVATIONAL PRACTICE ON TEACHER RETENTION IN PUBLIC SECONDARY SCHOOLS IN KAMUKUNJI SUB COUNTY, NAIROBI COUNTY KENYA (20)
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
Aurelio, Anna Clarisse,
2Cabale, Ma. Fatima Rica, 3Dimla, Kyla Terese,
4 Jamoralin, Mario Luis
1, 2, 3 Research Scholar, 4 Adviser
DE LA SALLE UNIVERSITY- DASMARIÑAS
College of Tourism and Hospitality Management
Hospitality Management Department
Abstract: Agritourism is composed of different structures such as farm, recreational facilities, educational
purposes, and farm-based products that gives opportunity for the farm to market and increase the economic state
of Agri farm tourism industry that allows them to execute knowledge to younger generations. The perception of
300 college students of Junior Tourism and Hospitality Management Association of the Philippines (JTHMAP) has
a significant role, and it can help the farms in Cavite to establish solutions and ways to improve this sector in
tourism industry. It raises awareness to the college students on how significant the agritourism is in our economy,
their interest as well. To establish the perception, awareness, and engagement of the college students the
researcher utilizes survey questionnaires in identifying their level of understanding to formulate a cohesive
recommendations and suggestions. The result of the study suggests that the demographic profile of the respondents
has a significant difference in awareness towards agritourism wherein ages 20 and above, first year college
students and most of the students who are single have a ninety-six-point-seven percent (96.7%) cumulative value
which means are aware of agritourism; respondents perceive regarding Farm Resort, Products, Tourism,
Educational purposes, Recreation, Economical state and Sources of information results to Strongly agree and
concluded that there is a significant difference. Succeeding research studies including the branches of agritourism,
advertising it in the market as well as study about farmers should be created to raise attention, solution, and
awareness to the existing problems in agricultural industry
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Fatemah Nasser Alazemi
Public Authority for Applied Education and Training
English Department
English Language Teacher
Abstract: The whole world is becoming increasingly interconnected by all means. The COVID Pandemic has
affected all people all over the whole world regardless of race, gender, nationality, income, and levels of education.
Education was strongly affected by this health crisis, schools and universities were closed; thus teachers and
students had to abandon their physical classrooms and move to online education. Sustaining the quality of
education has become a challenge during this transitional time, and supportive environment was needed to focus
on learning and teaching.
Keywords: (Pandemic / E-Learning / Outbreak / Lockdown / Challenges / Impact)
Abdelmjeed A. H. Musa1
, Mohammed. A. Elshingeety2
Sudan University of technology and science, Faculty of higher studies, English Department (ELT Program)
Sudan University of Technology and Science Khartoum, Sudan
Abstract: Meaning conveyance is a fundamental goal in language teaching and learning. To accomplish this
essential goal, effective communication should be mastered in EFL classrooms. It is well known that
communication is divided into two forms; verbal communication and non-verbal communication. Non-verbal
communication is considered one of the most effective techniques in meaning conveyance. This study investigates
the effects of non-verbal communication in conveying meaning in EFL classrooms. Conveying meaning in foreign
language classes is a crucial issue because learning a language, whether native or foreign, cannot occur without
effective conveyance of meaning. In teaching English as a foreign language, meaning needs to happen within
levels, activities and functions. One of the most important activities is the presentation of new words and
structures. There are many ways of doing this. Examples of these include providing definitions, explaining the
meaning, giving example, miming, translation, synonyms and antonyms, and contextualization. A questionnaire
for EFL teachers was used as a data gathering tool. Later the responses of the participants were analysed.
Keywords: Nonverbal communication, meaning, English as a Foreign Language (EFL), Body Language facial
expressions.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Ammar Almutawa
PhD Candidate. School of Computer Science, College of Engineering and Physical Sciences, University of Guelph,
Canada
Abstract: Automated feedback systems have been associated with significant improvements in the outcomes for
learners in higher education. The advantages for learners are well reported, but surprisingly few articles have
investigated the advantages of automated feedback for instructors. This article reviews the use of feedback and
automated feedback systems in higher education to assist instructors to self-assess and to privately identify
potential improvements to their instructional practices. This article first describes how feedback is currently
provided in higher education settings and then discusses requirements, technology, and innovations needed to
create automated feedback systems for instructors. The proposed automated feedback system aims to assist
university instructors by providing suggestions and feedback that could help to self-examine their work privately
and immediately.
Keywords: Technologies Applied to Education, Feedback in Higher Education, Post-secondary Instructors,
Automated Feedback Systems, Performance, Evaluation and Assessment.
1
Formarejo Lance Ivan B,
2Omandac Kyle Benson L.,
3Ms. Irma B. Gatdula
Research Scholar 1, 2, Adviser3
Bachelor of Science in Hotel and Restaurant Management
De La Salle University- Dasmarinas College of Tourism and Hospitality Management
Abstract: This Study focuses on the impact of Covid 19 Pandemic on Filipino passenger’s cruise intention. The
purpose of the study is to identify what are the factors affecting the passenger’s intention to cruise in reference to
the health protocols set by CLIA or Cruise Lines International Association. To identify whether these factors vary
depending on the respondents’ demographic profile, a 4-point Likert scale is used in the research questionnaire to
be answered by the target respondents which are Filipino who has cruise experience with the age range of 21 years
old and above. The research questionnaire determines if there are significant difference between the passenger’s
intention to cruise during pandemic and the respondents profile based on its variables. With a total of 97
respondents, the results show the respondent’s demographic profile and determine whether age, gender, marital
status, monthly income, educational attainment and number of cruise experience has significant differences in
passenger’s intention to cruise. The findings also suggest what strategies can be proposed to attract Filipino cruise
ship passengers amidst COVID-19. The study identified that the only demographic profile of respondents that
shows a significant difference in their intention to cruise are people of 21 – 27 years old on onboard procedure,
people who are married and post graduate degrees. The study also identified that health protocols set by cruise
industry like Embarkation & testing, Onboard procedures, Medical & public health response and Shore
excursions has greatly affected the passenger’s intention to cruise.
Keywords: Cruise Ships, Impact of Covid 19 Pandemic, Intention to cruise, Health protocols.
Duaa M. Bani-Irshid1
, Dr. Abdullah M. Bani-Rshaid2
1 Master of Sport Science, Yarmouk University,
2 Associate Professor, Faculty of Arts and Social Sciences, Abu Dhabi
University, UAE
Abstract: The purpose of this study was to identify the effect of s port injuries on the level of confidence and
anxiety among athletes in different games. Participants were (121) athletes (M-81, F-40) were selected randomly
from different sports. Descriptive data was collected through the use of a questionnaire established by the
researcher, which included personal information (age, years of experience, gender and place of living), and a
questionnaire of psychological effect of sport which consisted of (50) items, divided into four subscales.
(Confidence, Anxiety, Physical abilities). The results showed relationship between sport injuries and physical
abilities in reducing or increasing injuries among athletes, also the results showed that self-confidence and anxiety
(trait, state) did not affect in increasing or reducing in percentage of injuries among athletes, meanwhile the results
showed a significant relationship between the effect of sport injuries and (self-confidence, anxiety and physical
abilities) among athletes in different games. A significant difference between male and female in favor of female in
trait anxiety, significant differences between trait anxiety and different sports a significant differences showed
between psychological variables and effect of sport injuries (between different sports, also a significant difference
between sport injuries and physical abilities according to sport variable; between basketball players and tennis
players in favor of basketball, and a significant difference between sport injuries and trait anxiety between football
players and basketball players in favor of basketball.
Abstract: This paper assessed the effect of training and development on employee performance using Bank BIC as
the case study. The study focused on the objectives which sought to assess the effect of training and development
on employee performance at Bank BIC, to determine the training and development practices and purposes at
Bank BIC, and to determine the training and development policy at Bank BIC Namibia. A mixed research method
was used with a sample size of 35 respondents. The study found that the majority (59.09%) of the respondents
agreed that training and development are improving their job performance at the Bank BIC. The majority (50
percent) of the respondents strongly agree that training and development are important for growth at the Bank
BIC. The majority (54.55 percent) of the respondents agree that training and development have improved their
morale. The majority (50 percent) of the respondents on the job training is an efficient tool for learning new skills
and improving current skills. The majority (40.91 percent) of the respondents agree that the training and
development that employees received is relevant to their work. The majority (59.09 percent) of the respondents
indicated that there was no specific training schedule at the Bank BIC. The majority (59.09 percent) of the
respondents indicated that the objective of training and development at the Bank BIC is to improve performance.
The majority (86.36 percent) of the respondents indicated that Bank BIC uses on-the-job training and that the
training and development policy at Bank BIC entails involving all the employees in the training program and
making them aware of the objectives of the training program. The study recommended that Bank BIC's training
and development practices should be reviewed regularly, with an appropriate assessment of the organization's
needs and identification of individuals' skills, knowledge, and educational backgrounds. On the other hand, the
organization creates appropriate training methods for employees based on their abilities and educational
backgrounds. The training and development program should be related to the needs of the employees and should
be matched to the objectives of the organization and the training should be chosen based on a proper need
assessment. This allows the organization to determine whether employees are comfortable with their jobs and
work environments, as well as how they deliver quality service
1Ms Daniella Fernandes,
2Mr Gajanan (Amey) Karmali
Agnel Entrepreneurship Development Institute, Verna Goa
Abstract: The present study was undertaken to examine the Impact of Schemes Designed for Women in Goa on
their Self-Esteem and Psychological Well-Being. The sample consisted of women belonging from the age group 18-
40 years and above. These women belonged to the various talukas of Goa. The sample comprised of 1050 women.
The tools used in this study included Rosenberg Self-Esteem Scale developed by Morris Rosenberg and the Ryffs
Psychological Well-Being Scale developed by Carol Ryff. Data was analysed by incorporating the t-test and
ANOVA. The results have shown that women who have availed schemes have shown higher level of self-esteem.
Women who have not faced difficulties in applying for schemes have shown higher psychological well-being and
self-esteem. The studies also revealed that women who have received skill training, have their own business and
are employed in an organization show better psychological well-being and self-esteem in comparison to
housewives. Women who are employed show higher level of self-esteem and psychological well-being compared to
women who are unemployed
A comparative study between the new and old
university laws in Saudi Arabia
Saud G Albeshir
King Saud University, Riyadh, Saudi Arabia
Abstract: The Saudi government is making significant efforts to update laws and regulations related to education to
keep pace with the rapid changes in today's world. One of the most critical recent laws related to the higher
education sector in the country is the replacement of the law of the Higher Education and Universities Council
System (HEUC)issued in 1993 with the Law of Universities (LU) of 2019. The current comparative study aimed to
define the essential similarities and differences between the two laws when related to public universities in Saudi
Arabia. One of the most notable similarities between the HEUC and LU is that the government still has significant
influence within the Universities Affairs Council, which is responsible for supervising universities. Likewise, the
government has a significant impact on public universities where the government appoints leaders of trustees,
university presidents, and some leadership positions in universities. On the other hand, there are meaningful
dissimilarities in legal articles between the HEUC and the LU, notably the difference in organizational and
administrative structures within public universities. The LU also provided more freedom to government
universities to diversify sources of income and financial independence from the government money.
Dr. Amieyeofori Valentine Felix, PhD
ENERGYHUBNG.COM, 2022
Abstract: Public debts if secured and managed sustainably have been shown to boost economic growth and
development, especially for developing economies. Unfortunately, Nigeria’s increasing debt profile, has not been
managed efficiently and transparently to produce the desired economic benefits, but rather, as noted in this paper,
the country may be treading towards the threshold of debt unsustainability at debt to GDP ratio of 40%. The
country uses more than 90% of its revenue to service its debts, which, the paper noted has pushed the country into
debt distress, macroeconomic challenges- financial and currency crises, high unemployment, and extreme poverty
of nearly 50% of the total population. The paper thus proffered strategic policy recommendations, such as
reducing cost of government, switching to interest free debt instruments, and asset-linked securitization; removal
of fuel subsidies, and finally ensure transparent and ensuring public, parliamentary and creditors’ scrutiny of the
public debts.
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (233-253), Month: January - March 2022, Available at: www.researchpublish.com
Maribel L. Alegarbes1
Master Teacher, Carcar Central National High School, Carcar City Division, Philippines
maribel.alegarbes@deped.gov.ph
Abstract: This research aimed to determine the teachers’ level of knowledge and attitude, stressors and coping
mechanisms in handling learners with learning difficulties at Carcar City Division, Carcar City, Cebu for the
school year 2019 - 2020. The twenty (20) respondents were selected using universal sampling technique. Survey
and interview questionnaires were utilized to obtain the desired results of the study. Weighted mean, percentage,
Chi – square Test of Independence, Pearson r and Colaizzi’s Method of Analysis were used in analyzing the data.
Findings revealed that the teachers are moderately knowledgeable in handling learners with learning difficulties
mainstreamed in an inclusive classroom setting. Moreover, teachers in Carcar City Division strongly support the
integration of learners with learning difficulties in an inclusive classroom setting as shown in their positive attitude
in handling these types of learners. Additionally, the teachers considered high extent of usefulness in utilizing
various cognitive, social, emotional, physical and spiritual coping mechanisms to combat stressors while handling
learners with learning difficulties. There is a positive significant correlation between teacher’s level of knowledge,
attitude and usage of coping mechanisms to their years of experience and highest educational attainment.
Knowledge is also positively correlated to their level of attitude and usage of coping mechanisms. The stressors
encountered by the teachers in handling learners with learning difficulties in an inclusive classroom are
administrative concerns and support, parental issues and behavioral issues of learners with learning difficulties
integrated with the regular students. Hence, the teachers of Carcar City Division handling learners with learning
difficulties have observed a range of stressors that could have a tremendous effect to the teaching effectiveness.
Abstract: This article attempts to analyze the psychic wounds of the protagonists in Chitra Banerjee Divakaruni’s
The Unknown Errors of Our Lives. It also focuses on the diasporic conflicts encountered by them and traces the
stereotypic pattern of pressure, trauma and relief in a few short stories in this anthology. Divakaruni’s emotional
rendering is very powerful and it helps us to understand the stressful moments the characters come across
throughout their lives.
Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Cabigon, John Vincent Z., 2
Esquejo, Paulo Gabriel W., 3Reyes, Brevin C.,
4Mr. Buenviaje, Jefferson
Abstract: One of the most pressing challenges in 21st-century human resource management across all industries
was workplace bullying and its effects on workers and businesses. Workplace bullying has received growing
attention locally and internationally in recent years as a difficult business and management problem. Working on
a cruise ship is no exception to this human resource problem. Workplace violence, age discrimination, ethnic
discrimination, and bullying are all examples of inappropriate aggression directed at workers
Keywords: Bullying, workplace, cruise, Filipino, Workplace Bullying, Cruise Staff.
1. INTRODUCTION
Background of the Study
The staff from cruise lines and the cruise ship employment are frequently depicted as either "perfect workers in a dream
job" or "exploited workers on sweatshops. Cruise line companies and agencies typically emphasize the economic and
non- economic benefits of working aboard a cruse ship in order to attract potential workers. These popular portrayals, on
the other hand, tend to gloss over the work's social and economic complexities, as well as the wide range subjective
experiences amongst cruise seafarers. (Llanco, 2017)
One of the most pressing challenges in 21st-century human resource management across all industries was workplace
bullying and its effects on workers and businesses. Workplace bullying has received growing attention locally and
internationally in recent years as a difficult business and management problem. Working on a cruise ship is no exception
to this human resource problem. Workplace violence, age discrimination, ethnic discrimination, and bullying are all
examples of inappropriate aggression directed at workers
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DELEGATION OF DUTIES AS A PRINCIPALS’ MOTIVATIONAL PRACTICE ON TEACHER RETENTION IN PUBLIC SECONDARY SCHOOLS IN KAMUKUNJI SUB COUNTY, NAIROBI COUNTY KENYA
1. ISSN 2348-3156 (Print)
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Vol. 10, Issue 1, pp: (350-357), Month: January - March 2022, Available at: www.researchpublish.com
Page | 350
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DELEGATION OF DUTIES AS A
PRINCIPALS’ MOTIVATIONAL PRACTICE
ON TEACHER RETENTION IN PUBLIC
SECONDARY SCHOOLS IN KAMUKUNJI
SUB COUNTY, NAIROBI COUNTY KENYA
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza3
1
Master of Education Student, South Eastern Kenya University
2
Lecturer, South Eastern Kenya University
3
Lecturer, South Eastern Kenya University
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 Sub-
County, 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.
1. INTRODUCTION
Teacher retention is the ability to reduce teacher transfer from one school to the other or quitting the profession entirely
and the provision of more stable learning conditions in schools. An improvement in teacher retention results in an overall
improvement in the education system. However, failure to enhance teacher retention may lead to a high rate at which
2. ISSN 2348-3156 (Print)
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teachers are leaving and being replenished within schools which is costly, as new teachers must be recruited and trained
(Hughes, 2017). Elfers, Plecki and Knapp (2016), observe that managing the rate at which teachers transfer from one
school to the other or quitting the profession entirely occurs involves employment of strategies that effectively lead to
togetherness, productivity and degree of staff dedication to duty. Teachers who are experienced and understands the needs
of a schools as well as its students are well positioned in advising on how such needs can be met. Therefore, minimizing
the teachers’ turnovers and overreliance on temporary teachers is a great step towards scholastic policies.
George (2019) observes that the high rate of teacher turnover impacts negatively on the school improvement efforts for it
disrupts the stability and continuity of teaching. It also poses a challenge to the entire education system to manage
turnover and retain teachers. Besides, teacher attrition imposes cost on education systems in substitution, recruitment and
appointment of new teaches which is also characterized by long delays before replacements are made. Mgbodile (2020),
asserted that the success of any school, whether public or private depends largely on the extent to which individual talents
and efforts are harnessed towards co-operative endeavors. Therefore, the school principals should always delegate
supervisory functions to staff for the effective running and enhancing the administrative system of the school.
Delegation is the assignment of any responsibility or authority to another person normally from a manager to a
subordinate to carry out specific activities. Delegation is one of the core concepts of management leadership, (D’Souza,
2018). Jackson (2019), observes that as a school manager, one cannot achieve the school goals and objectives if they do
all the tasks alone. In addition, Jackson (2019) observes that experiences have proven that teachers are more highly
motivated to realize goals when they have played a predominant part in drawing upon the original plans of delegation.
Therefore, the school principal will need to use the talents of the other teachers who work under them, not fearing that
they will take over from them, but rather trusting them and having confidence in them leading to higher teacher retention
rate.
A study done by Al-Jammal, Al-Khasawneh and Hamadat (2015), focused on the effect of authority delegation on teacher
retention at great Irbid municipality in Japan and found that there is a substantial association amongst delegation of
authority on efficacy, effectiveness and empowerment of teacher’s retention. It was further revealed that incentives,
attitudes and workload impact handing over responsibilities and duties in the schools’ management. Therefore, it can be
argued that delegation of tasks to the teachers is an important activity in the administration of schools and helps the school
principals in running the institution effectively though it may affect the teachers negatively depending on how the process
is done.
Morake, Monobe and Mbulawa (2012), observe that primary schools’ managers in South Central region of Botswana see
delegation as a way of increasing teacher retention as they gain a sense of ownership in their work and suggest that
increasing teacher retention rates should consider assigning teachers a role responsibility. In Ethiopia, Jay (2014), observe
that school principals’ appropriate apportionment of responsibilities makes teachers have habits of a sense of
responsibility, hard work and dedication amongst each other that consequently improves the retention of teachers. This is
to say that if teachers are directed well on with regards to performance of the apportioned duties, there is efficacy in
performance.
Okello (2017) conducted a study to determine the motivational rewards used by principals to retain teach in respect to
secondary schools in Homa Bay County, Kenya. The study found out that that empowerment of teachers involved issues
such as delegating authority and power and responsibilities with staff who were at lower level. To a great extent this has
helped in control of transfer of teachers from one school to the other. According to Wanyonyi (2016), although delegation
involves the empowerment of teachers, some variables also including identifying the assigned work, competence, and
interest of the person to be given the duty must be considered. Considering the significance of delegation of duty in
schools, there were still impediments that hampered delegation's efficacy.
The Teacher Service Commission (TSC) in its Strategic Plan (2015 - 2019) has established teacher competence, conduct
and performance management pillar which aims at ensuring teacher quality at the entry, effective welcoming of newly
recruited teaching staff and support in adjustment, in-service programmes, oversight and reliable appraisal systems at all
levels. The intention of the pillar is coming up with a system to steer the entry and performance standard required in the
teaching profession and professional development regulation and teachers ethical conduct in both public and private
3. ISSN 2348-3156 (Print)
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Vol. 10, Issue 1, pp: (350-357), Month: January - March 2022, Available at: www.researchpublish.com
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Research Publish Journals
learning institutions and the focus is also meant to strengthen quality assurance and standards of the teaching services at
the county and sub-county levels (TSC Strategic Plan, 2015-2019). Support from the school managers is noted to be one
of the important factors that can make teachers to decide to continue being in the profession or quitting. Through ensuring
that teacher have a sense of belonging and feels cared for and supported, schools managers may protect the teachers
contented with their current position hence high retention rate.
School principals, as managers, confront a variety of obstacles in their roles. They are under constant pressure from
swiftly changing external and internal settings, as well as the demands of a global economy that is always changing. As a
result of these pressures, management must now generate competent pupils who are capable of competing effectively
(Bester & Krahmer, 2019). Due to these pressures, principals delegate their duties and obligations to other members of the
school personnel. Failure in delegation of duties, according to Jack and Clarke (2019), can result in work overload,
delayed or erroneous decisions, stress, mistrust, resentment, and low morale among the employees to whom delegation is
made. Furthermore, the manner in which delegation is carried out has an impact on how the person to whom the
delegation is made sees the assignment of responsibilities. It may have an impact on the outcome if the staff conducting
the delegated task has a bad perception of it.
STATEMENT OF THE PROBLEM
Teachers are the primary input in the process of educational production. To improve the learning outcomes, it is important
to be focused on their source and stability. Unfortunately, as per the Ministry of education report of 2019, teachers’
retention rate in Kamukunji Sub County surges annually. Many of teachers exit the teaching profession in pursuit of
white-collar jobs outside the secondary education sub-sector. This is attributed by some stakeholders to inefficient
personnel management practices. In spite of the effort made by the GoK in implementing teacher motivational practices,
teacher retention in public secondary schools in Kamukunji Sub-county is still low (Ohba, 2011). Ohba (2011), further
show that this is evident in out of control absenteeism, late coming, failure to evaluate students’ work in time, limited
time and attention in attending student individual needs and increasing number of teachers advancing their education level
to seek other job opportunities apart from teaching.
The TSC in its Strategic Plan (2015 - 2019) has established teacher competence, conduct and performance management
pillar which aims at ensuring teacher quality at the entry, effective welcoming of newly recruited teaching staff and
support in adjusting to the roles, in-service programmes, supervision and reliable appraisal systems at all levels. The pillar
is also meant to strengthen quality assurance and standards of the teaching services at the county and sub-county levels
(TSC Strategic Plan, 2015-2019). However, in Kamukunji Sub-County, Nairobi County, Kenya, teacher retention rate has
been poor for the last five years according to Sub-County TSC Office report of 2020 in Kamukunji Sub-County leading to
high rate of teacher turnover. For example, the number of teachers in Kamukunji Sub-county who have been leaving
teaching profession is increasing year after year since year 2015. In the year 2015, out of 221 teachers, 3 left their
teaching profession. The number of teachers who left their profession increased in the following year (2016) to 6. The
years 2017 to 2019 the number of teachers of who left their profession ranged from 2 to 4. Therefore, 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.
2. LITERATURE REVIEW
Delegation of Duties and Teacher Retention
Delegation of duties denotes the act of giving another person or person’s responsibility and authority. Eddie (2012), notes
that when delegation is used effectively, it can be very key motivating factor. As a result, delegation boosts subordinates'
feeling of accomplishment and self-esteem because it is far more satisfying to be allowed to applaud themselves for a task
which is well planned and executed as opposed to another person's plan that is simply performed. Jha (2014), argue that
where there is delegation of tasks in accordance to the abilities and skills of subordinates, there is a high likelihood on an
institution will give higher output that it would have been able to do. Therefore, it can be argued that delegation is likely
to contribute to a certain level degree of teacher motivation which can either lead to achievement of positive or negative
teacher performance to a certain extent.
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Teachers with delegated authority have fairly broad powers to act as they see fit (Farrant, 2010). The main motivation for
delegation in schools arises from the belief that the task of running a school is far too large for one person to handle alone.
Irrespective of how many hours one puts into one's work, one cannot complete it on one's own. Westhuizen (2014), is of
the opinion that delegation is so paramount in school management that it forms a solid foundation of the school as it helps
in minimizing management workload and there is need for school managed to transfer or delegate some of their
responsibilities and duties to their juniors as this will ensure they have adequate time of concentrating on more pressing
and important issues.
A comparative study carried out by Weshah (2012), explored the perception of empowerment and delegation of authority
on teacher retention in Australian and Jordanian schools. The findings indicated that teachers in both Jordanian and
Australian schools viewed empowerment and authority delegation as moderate, Australian teachers’ ranked empowerment
and delegation greater than Jordanian teachers. The study also indicated that teachers felt trusted and try their hardest, that
they feel accountable for the tasks given to them, and that they feel obligated to perform in order to generate results that
demonstrate their merit, which increases their retention rate in their field. Nevertheless, the study applied convenience
sampling method which is a non-probabilistic sampling method in order to address the gap.
Ibrahim (2015), study examined of practices of passing on of duties by the school heads on teacher retention in Funtua
Local Government Area, Katsina State, Nigeria. The study found that that there is no significant affiliation between the
delegation of co-curricular activities by the school heads and the proportion of teachers in one year that are still teaching
in the same school the following year in Funtua Secondary Schools. Correlational design however, does not reveal which
variable influences the other. Descriptive design will be used in the current study that effectively shows how variables
influence each other in order to address the gap left.
Matovu and Ssegawa (2020), study examined the association amongst the head teacher’s practices of delegation and the
psychological job commitment of teachers in secondary schools in Kira Municipality Wakiso District, Uganda. The
results of the Pearson’s moment correlation coefficient which was applied in measuring the statistical relationship
indicated that through delegation, teachers were motivated to be more efficient and be creative by getting more involved
in the administration of their schools and work toward perfection which increased teacher retention rate.
Irungu (2012), carried out a study on teachers’ perception of the delegation process in secondary schools in Mathioya
District Murang’a County, Kenya. This study established that there are certain duties that are not delegated by head
teachers to any of their educators, including finance management and activities concerning implementation of BOM
policies. While the head teachers quoted accountability improvement, the teachers’ overall impression is that there are
some advantages connected with those duties.
3. RESEARCH METHODOLOGY
This study applied a descriptive research design. As of the year 2020, Kamukunji Sub-county consisted of 8 secondary
schools, 8 principals and 235 teachers (Kamukunji sub county director of education, 2020). Therefore, 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. Instrument validity was done
through piloting the research tools in one school whose respondents did not participate in the main study. 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 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 narrative form.
4. FINDINGS
The study sought to establish 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 school principals were
given a list of statements to rate their level of agreement. The findings are presented in Table 1.
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Table 1: Principal’s Response on the Influence of Delegation of Duties on Teacher Retention
Table 1 shows that 71.4% of the principals agreed strongly that delegation of duties gives the school principals the time
and ability to focus on higher-level tasks thus reducing pressure and stress and 14.3% of the teachers agreed. However,
the study observed that 14.3% of the school principals disagreed that delegation of duties gives the school principals the
time and ability to focus on higher-level tasks thus reducing pressure and stress. The study observed that 85.7% of the
principals agreed strongly that delegation of duties provides teachers the ability to learn and develop new skills and 14.3%
of the school principals agreed that delegation of duties provides teachers the ability to learn and develop new skills.
Delegation of duties develops trust between the teachers and improves communication was strongly agreed by 42.9% of
the principals and 57.1% of the principals agreed with the statement that delegation of duties develops trust between the
teachers and improves communication. Delegation of duties improves efficiency, productivity, and time management was
strongly agreed and agreed by 42.9% of the principals respectively. However, 14.3% of the principals disagreed that
delegation of duties improves efficiency, productivity, and time management and that delegation of duties boosts morale
of teachers as they get a chance to prove their abilities to their seniors respectively. The findings show that 42.9% of the
principals strongly agreed and agreed that delegation of duties boosts morale of teachers as they get a chance to prove
their abilities to their seniors. However, 14.3% of the principal disagreed that delegation of duties boosts morale of
teachers as they get a chance to prove their abilities to their seniors.
Further, teachers were given a list of statements concerning the impact of delegation of duties on teacher retention in
public secondary schools in Kamukunji Sub-County, Nairobi County, Kenya. The findings are presented in Table 2.
Table 2: Teachers’ Response on the Influence of Delegation of Duties on Teacher Retention
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Table 2 shows that 44.8% of the teachers strongly agreed with the statement that delegation of duties gives the school
principals the time and ability to focus on higher-level tasks thus reducing pressure and stress and 20.9% of the teachers
agreed. Though, the study found that that 14.9% of the teachers disagreed that delegation of duties gives the school
principals the time and ability to focus on higher-level tasks thus reducing pressure and stress and 19.4% of the teachers
strongly disagreed. The study observed that 55.2% of the teachers strongly agreed that delegation of duties provides
teachers the ability to learn and develop new skills and 35.8% of the teachers agreed that delegation of duties provides
teachers the ability to learn and develop new skills. However, 8.9% of the teachers disagreed that delegation of duties
provides teachers the ability to learn and develop new skills.
Delegation of duties develops trust between the teachers and improves communication was agreed strongly by 61.2% of
the teachers and 25.4% of the teachers agreed with the statement that delegation of duties develops trust between the
teachers and improves communication. However, 2.9% of the teachers disagreed with the statement that delegation of
duties develops trust between the teachers and improves communication with 10.4% of the teachers strongly disagreeing
with the same statement. Delegation of duties improves efficiency, productivity, and time management was agreed
strongly by 31.3% of the teachers and 68.7% of the teachers agreed. The findings show that 32.8% of the teachers
strongly agreed that delegation of duties boosts morale of teachers as they get a chance to prove their abilities to their
seniors and 50.7% of the teachers agreed with the same statement. Though, 16.4% of the teachers disagreed that
delegation of duties boosts morale of teachers as they get a chance to prove their abilities to their seniors.
5. CONCLUSIONS
The study concluded that there is a significant influence of delegation of duties on teacher retention in in Kamukunji Sub-
County, Nairobi County, Kenya. In view of the findings, 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. In addition, delegation
of duties allows school administration to focus on higher-level activities, allows instructors to acquire and develop new
abilities, builds trust between teachers and their superiors, and enhances communication, efficiency, productivity, and
time management.
6. RECOMMENDATIONS
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. Assess the teaching staff's skills and talents,
and give the assignment to the best qualified person. Determine the purpose of the assignment and how it will contribute
to the school's or department's goals. Also, state clearly how the teacher will profit from the given assignment. Ascertain
that the teacher has the necessary authority and responsibility to execute the work. Allow the teacher to accomplish the
work in any way they want as long as the results are as expected. Accept suggestions for task completion from teachers.
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