Influence of Head Teachers’ Adminstrative Activities on the Teachers’ Job Performance in Public Primary Schools in Bungoma East Sub- County, Kenya
Abstract
The head teacher is the main component of a school’s administration on whose
ability and skills, personality and professional competence the school’s tone
effectiveness and efficiency will depend. The school is as great as the head teacher
is. The school becomes great not because of the magnificent buildings but because
of the magnificent of the head teacher. The quality of education is the one issue
that features significantly in debates concerning education. How the teacher
performs under the head teacher will invariably determine the quality of education
in public primary schools. This study investigated the influence of head teachers’
administrative activities on the job performance of public primary school teachers
in Bungoma East Sub-County. The study adopted the descriptive survey design. It
was guided by the following objectives (1) to establish the influence of school
budgets in administration by head teachers on teachers’ job performance (2) to
determine the extent to which delegation by head teachers influence the teachers’
job performance (3) to investigate influence of supervisory activities in
administration on teachers’ job performance (4) to examine the influence of
institutional communication by head teachers on teacher’s job performance. Data
collected was analyzed using descriptive statistics. The sample comprised of public
primary schools of which: 35 head teachers and 70 classroom teachers were sampled
purposively. This constituted a total of 105 respondents involved in the study. A
questionnaire and interview guides were the main tools used in data collection. The
instruments were refined during the pilot study. Data was coded manually and later
analyzed quantitatively and qualitatively using descriptive statistics mainly percentages
and content analysis. The results were presented by use of frequency tables. Conclusions
were made based on the findings. The results revealed that head teachers’ managerial
skills influence teachers’ job satisfaction. On resources, the study established that
schools where teaching and learning resources are adequate indicate high degree of
job satisfaction and thus teachers appreciate supervision. The study revealed that
head teachers lacked accounting basics and that delegation of duties improves
quality of work of teachers by allowing them to make decisions and complete
tasks in areas they have direct knowledge. It also revealed that most institutions did
not have well established communication strategies. It was recommended that the
head teachers should incorporate collective management approach in their teacher
management scale to a greater extent. This study recommended similar studies in
private schools for comparison purposes and to allow for generalization of findings
on the influence of head teachers’ administrative activities on the teachers’ job
performance in public primary schools in Kenya.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
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