Influence of Principals’ Application of Management Support Practices in Enhancement of Teachers Job Performance in Public Secondary Schools in Nyakach Sub-county– Kisumu County, Kenya

Abstract

The objective of this study was to assess the impact of management support measures employed by principals in Nyakach Sub County, Kenya, on the job performance of teachers. The research was grounded in four significant management support practices, encompassing the implementation of welfare practices on teachers' work performance, as well as the impact of duty delegation and conflict management methods on teachers' job performance. The study was guided by Abraham Maslow's theory of the hierarchy of needs and Fredrick Hertzberg's two-factor theory. The inquiry employed a descriptive survey design. The sample consisted of 806 educators, 52 administrators, and 52 educational institutions. The sample size consisted of 378 instructors and 22 principals. The research employed a stratified random sampling methodology. The data was obtained through the utilization of an interviewing guide and questionnaires. The university supervisors offered expert assistance in assessing the validity of the instrument. The test-retest approach was employed to assess the reliability of the instruments for a duration of two weeks. Descriptive and inferential statistics were utilized in the analysis of quantitative data. The data collected was predominantly analyzed through the utilization of descriptive statistics, such as frequencies and means. The qualitative data was portrayed through the use of narratives and direct quotations, which were evaluated thematically. Various visual representations, such as tables, pie charts, bar graphs, and line graphs, were employed to effectively communicate quantitative data. The qualitative data was presented using continuous prose. A total of 90.21% of the surveys were successfully collected, while 86.36% of the principals were accessible for either in-person or phone interviews. The findings of the study indicate a significant positive correlation (r=0.607, p=0.000>0.005) between the work performance of instructors and the extent to which principals delegate responsibilities. Furthermore, the study revealed that unresolved conflicts can impede the learning process through the manifestation of antagonism, unintended transfers, disengagement, and various other consequences. The correlation between conflict management and teachers' work performance demonstrated a moderate and statistically significant link (r=0.439, p=0.000>0.05). In addition, the findings indicated a moderate positive correlation between teachers' involvement in decision-making and their work performance (r=0.312, p=0.000>0.05). Similarly, a similar positive correlation was observed between teachers' job performance and principals' implementation of welfare measures (r=0.300, p=0.000>0.05). The findings of the research indicate that the utilization of management support techniques by principals in public secondary schools within Nyakach Sub County of Kisumu County has a significant role in elucidating teachers' work performance. This is due to the fact that the appropriate implementation of these techniques cultivates an atmosphere that promotes effective teaching by educators. The report proposed that a systematic endeavor should be undertaken to provide instruction to all school administrators, and recommended that the ministry of education formulate a well-defined training and appointment strategy. The study's findings suggest that further research should be undertaken at the county offices of the Teachers' Service Commission in order to assess the influence of county education officers' management techniques on the implementation of management support strategies by principals in schools. The study is expected to promote the utilization of efficient teacher management practices.