| dc.description.abstract | The purpose of this study was to investigate factors influencing levels of teachers' preparedness in signing performance contracts in public secondary schools in Migori District, Kenya. The objectives of the study were specifically to examine levels of awareness about performance contracts among secondary school teachers; establish the level of sensitization on performance contract policy in secondary school teachers; examine the extent to which secondary school teachers have received training on aspects of performance contracts; establish the influence of rewards and sanctions on secondary school teachers' in signing performance contracts; determine the extent physical facilities influence secondary teachers' levels of preparedness in signing performance contracts; and identify any other challenges facing secondary school teachers in signing of performance contracts.
The research design adopted for this study was descriptive survey. Target population for study was 286 comprising of 6 Education officials at the District, 6 union officials, 37 principals, III Head of Departments and 126 secondary school teachers in Migori District. Instrument for data collection was questionnaire. Data was analyzed quantitatively and qualitatively using the SPSS computer software version 19.0. Descriptive statistics was used to summarize quantitative data while qualitative analysis was used for open ended questions from interviews and questionnaires that required respondents to give their own opinions.
The study found out that 87% of the principals were prepared while 75% and 66% of the HODs and teachers respectively were not fully prepared for the contracts. Even though 89% of the teachers in Migori District were aware of performance contracting policy, the study found out that factors like sensitization, training on performance contract, physical facilities, rewards and sanctions affected teachers' levels of preparedness in signing performance contract.
Over 94% of respondents including teachers, union officials and government officials felt that teachers have not been adequately prepared into signing of the contracts through sensitization workshops, seminars or in-service training courses while 50 percent of teachers believed that the government was not justified to introduce the document in schools and only a few 17% of the teachers had attended training on performance contracting. 65% of the respondents indicated that inadequate physical facilities such as classrooms and text books influenced their levels of preparedness to enter into contracts with the government. Rewards and sanctions influenced teachers' preparedness at 60%.
In conclusion, the study found out that even though teachers are not against the performance contracts perse, they are ill prepared to enter into contracts with the government. The study recommended that TSC organizes training for all the teachers HODs and Principals on performance contracting in the district. Training would empower teachers and improve their capacities to deal with increased demand for service delivery. Sensitization workshops, in service courses and seminars should also be carried out to make teachers aware of the concepts of performance contracting. | en_US |
