Influence of Performance Contracting practices on Teachers’ Service Delivery in Secondary schools in Westlands Sub County, Nairobi County,kenya

Abstract

Performance Contracts (PCs) are a well recognized and successful strategy that has gained worldwide acclaim for enhancing the performance of government organizations, secondary educational institutions, and teachers. The primary objective of this research was to analyze the impact of principals' use of performance contracting strategies on the provision of services by secondary school teachers in Westland's Sub County, Nairobi County, Kenya. The study sought to ascertain the level of familiarity that secondary school teachers had with performance contracting (PC), evaluate the effect of adequate resources on the efficacy of PCs among secondary school teachers, analyze the impact of teachers' unions on the effectiveness of PC, and identify the obstacles to the adoption of PC among secondary school teachers in Nairobi City County. The research used an exploratory survey methodology, with a specific emphasis on teachers working in high schools situated in the Westland Sub County of Nairobi City County. A stratified random selection technique was used to choose a total of 20 secondary schools in Westland's Sub County, Nairobi County, together with 300 secondary school instructors. The study used a mix of primary and secondary data sources. The collection of primary data included distributing surveys, while secondary data were gathered via an exhaustive literature analysis, including academic publications that were both published and unpublished, as well as official papers. Data analysis included the use of descriptive statistics, namely frequencies and percentages. The study's primary findings indicate that instructors possess little knowledge about the goal, significance, and specifications of performance contracts (PCs). Additionally, they demonstrate a lack of familiarity with the implementation of PCs inside classroom settings. The research also indicates that the presence of enough resources is a necessary condition for the efficacy of personal computers (PCs) in classrooms, and several schools are deficient in these resources, facilities, and infrastructure. This limitation not only hinders the effective implementation of PCs, but it also reduces the likelihood of their improving the teaching and learning environment. Teachers encounter challenges when there is a lack of resources, since these resources are essential in assisting students in attaining the goals outlined in the PC framework. Numerous educators seek counsel from their trade unions about topics that impact their health and well-being, particularly in situations where there is ambiguity. The efficacy of personal computers (PCs) in secondary schools is impeded by many problems, including inadequate understanding among key stakeholders in the PC implementation process, constrained financial resources, interference from labor unions, adverse perceptions, and concerns over the potential misuse of PCs to intimidate educators. The study provides compelling evidence in support of government-funded workshops and seminars aimed at enhancing teachers' and other key stakeholders' comprehension of the benefits and prerequisites of deploying personal computers (PCs).