| dc.description.abstract | The major determinant of an organization success today in the changing
and turbulent environment is the successful implementation of policies. TSC
cannot be left out of this major effort. It must follow the critical path of success,
for its own good and for the future of Kenyan citizens who want to pursue
education and need to be taught by teachers. Clear and well defined policies must
be put in the right perspective. This may call for a comprehensive effort to
develop a policy manual, which will be used as the source of reference for all
TSC core activities, especially in deployment of teachers, which is the centre of
focus for this research.
The study sought to fulfill four objectives namely:
i) To establish whether TSC has policies on deployment of teachers
ii) To determine whether TSC has put in place adequate measures to
facilitate implementation of policies on deployment on teachers.
iii) To establish whether TSC has been implementing staffing policies on
deployment of teachers
iv) To establish the possible problems TSC has encountered in implementing the staffing policies on deployment of teachers
To realize these objectives, there were four research questions that guided this
study:
i) What are the staffing policies on deployment of teachers by TSC?
ii) What measures has TSC put in place to facilitate the implementation
of deployment policies?
iii) How has TSC been implementing staffing policies on deployment of
teachers?
iv) What problems has TSC encountered in the implementation of staffing
policies on deployment of teachers? Literature review was carried out under the themes, concept of the term
policy, problems of successful implementation of policies, norms and practices of
teacher utilization, imbalances in the deployment of teachers, some
recommendations for action in the deployment of teachers, problems of
implementation of policies in the education sector and fmally, policy
implementation approaches.
The concept of the term policy brought in various writers. Policy means
guidelines meant to encourage work towards stated goals. The problem of
successful implementation of policies gave an overview of what hinders
implementation of policies such as lack of skills to implement, fear of change and
the policy itself being poorly thought out. Norms and practices of teacher
utilization described the ideal pupil-teacher ratio. Imbalances in the deployment
of teachers looked at the urban schools which are overstaffed and compared them
with rural schools which are understaffed. Some recommendations for action on
deployment of teachers suggested ways in which teachers can be utilized more
effectively and motivated. Some recommendations included in-servicing of
teachers, bonding of teachers in disadvantaged areas, addressing teachers welfare
including housing, giving teachers remote area allowance and decentralization of
administrative control of teachers. Problems of implementation of policies in the
Education sector outlined the difficulties encountered by the Ministry of
Education in its attempt to liase with schools to facilitate implementation of
policies. Lastly, the chapter looked at policy implementation approaches, which
tried to give solutions on the best approach to use to implement policies.
The research design was descriptive. The target population consisted of
100 employees of Teachers Service Commission based at the headquarters.
Purposive sampling was used to select 100 employees from the population for
data collection. A total of 10 employees were used for the purpose ofthe pilot
study. A questionnaire linterview guide consisting of two parts was used as an
instrument for data collection. The response from the ten employees was scrutinized and verbal discussion was held to determine the validity of the
questionnaire. A research expert was also consulted. The Cronobach Alpha, a
measure of the internal consistency of the questionnaire items was used to
measure the reliability of the instrument. The full reliability was calculated and
obtained as 0.65.
The data collected was analyzed using descriptive statistics, which
included cross tabulation, charts, percentages, frequency and averages. The study
established that staffmg policies on deployment of teachers exist but are not well
documented. It was also concluded that there are problems encountered in the
implementation of policies including interference by stakeholders, inability of the
government to recruit an adequate number of teachers, inadequate skills of
officers meant to implement policy, demand of teachers to teach in schools in
accessible areas at the expense of schools in inaccessible areas, inadequate
information support system by TSC, gender imbalance, uncontrolled registration
of schools, and the challenges of HIVIAIDS and free primary Education.
The study may be of help to the following groups; the Government of
Kenya, Teachers, Teachers Service Commission ,District Education Officers,
Provincial Directors of Education, School Board of Governors, parents, students,
Kenya National Union of Teachers, Kenya Union of Post Primary Teachers,
religious groups interested in education and other stakeholders.
Finally.it was recommended that if TSC is to succeed to fu1fi11its mission,
it should undertake the responsibility of coming up with clear deployment
policies. This can be done by the establishment of a corporate strategy department
charged with the responsibility of monitoring its internal and external
environment and advising the management on policy framework. The necessary
actions to implement strategic policies should also be identified, planned and
responsibility allocated. Milestones or progress measurements points should be
established, measures of performance put in place and appropriate monitoring and
control mechanism created. | en |
