| dc.description.abstract | Teacher empowerment means investing teachers with the right to participate in the determination of school goals and policies and to make professional judgment about what and how to teach. The performance of students in schools depends on many variables including student discipline, their interest and way of socialization, among others; but the most important variable is the empowerment of teachers who handle learners. This study on the relationship between empowerment of teachers and performance of public secondary schools in Tiriki West Division of Vihiga District was conceived out of the argument that the motivation of teachers at work can be achieved through empowerment. The objective of the study was to determine the relationship between empowerment of teachers and performance. It was envisaged that the findings will encourage school supervisors in Tiriki West to embrace employee empowerment as a human resource practice in the schools. The research design was a cross-sectional descriptive design. Data collected was analyzed using descriptive statistics such as frequency distribution, mean scores, percentages and standard deviations. Pearson’s correlation technique was used to test the strength and significance of the relationship between employee empowerment and schools performance. The findings presented and discussed in chapter four, suggest that there are various factors that affect the extent of performance of public secondary schools in Tiriki West Division. The factors include training, financial resources, decision making, communication and employee relations. But amongst all these factors, communication with a correlation coefficient of 0.92 was found to affect performance more than all the other factors. On the other hand, participation through career development had the least influence on performance with a
vi
correlation of 0.02. The findings have been presented in text form and were also summarized in tables. | en |
