Teachers’ perception towards performance management contracts
Ombogo, Janet A
MetadataShow full item record
The objectives of this study was to establish the teachers’ level of awareness of performance contracts adopted in public secondary schools and secondly to establish their perception towards performance contracting. To satisfy the research objectives, the author used a descriptive research design. The sampling framework included all public secondary school teachers in Siaya District. Primary data was collected from 50 respondents (Principals, Deputy Principals and Heads of departments) using structured questionnaires. Analysis was done using frequency tables, percentages, mean scores, standard deviations and cross tabulations. Where appropriate, the study results were presented in pie charts. The results of the study show that most teachers (ninety six percent) are aware of performance contracting and majority had received information about performance contracting from various sources; forty two percent from the press, twenty one percent from Ministry of Education and nineteen percent from Teachers Service Commission. However, some respondents have not read the contracts and this could have an influence on their perception towards performance management contracts. The study also revealed that most respondents (eighty three percent) have strategic plans in their respective schools and ninety seven percent of them were involved in its development. Perhaps this explains why some teachers don’t read performance contracts simply because they are involved in their development and do not see the need to read through them since they know what is contained in them. It was also apparent that sixty four percent of teachers view performance contracting as an effective tool for improving performance in public institutions, forty six percent said that there was inadequate resource allocation to enable them achieve set targets while fifty eight percent feel that further improvements are necessary to enhance the effectiveness of performance contracting. It is therefore concluded that teachers perceive the introduction of performance contracts as a way that brought freedom in performance of duties but not entirely and that other factors like motivation and advancement of teachers has to be given priority. The challenges experienced by teachers in performance contracting include lack of adequate and untimely release of resources; some targets are highly ambitious and unplanned transfer of teachers. The said challenges if addressed appropriately would result in improved efficiency and effectiveness in implementing activities. The study therefore recommends that there is need for a solid legal framework in performance contracting which sets out the basic premises and the status of the contract. The other improvement that the study recommends is stability of resources to enhance the motivating effect of contract and finally contract management should be accompanied by performance oriented change in the public schools structure and management culture.