Effects of organizational factors on primary school head teachers' task achievement in Laikipia Central district, Kenya
Kimani, Geoffrey N
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Organizational factors greatly affect the head teachers' task performance and ultimately academic performance. The aim of the study was to investigate the . effects of organizational factors on head teachers task achievement in public primary schools in Laikipia Central district. Objectives included identifying organizational factors that affect head teachers task achievement; determining the extent to which primary school head teachers' task achievement is influenced by the availability and management of teaching and learning resources; exploring the extent to which public primary school head teachers' task achievement is influenced by availability of physical facilities; exploring the extent to which task achievement is influenced by students enrolment and involvement; exploring the extent to which task achievement is influenced by adequacy of staff personnel; determining the extent to which task achievement is influenced by management of financial resources and determining the extent to which task achievement is influenced by support from school community. Open systems theory approach was used. The theory states that every system has two componets; inputs and outputs. Descriptive survey design was employed as the research methodology. Typical descriptive studies are concerned with assessment of attitudes towards the school curriculum, analysis of the , state of the curriculum and demographic information. The study made use of questionnaires to collect primary data from and the headteachers about their administrative tasks and Quality assurance officers and T AC Tutors (Appendix Band C ). Purposive sampling was used to sample the three quality assurance officer, three T AC Tutors, 49 head teachers and 49 senior teachers. This is because of the small number of public primary school in the district was 49. Authority to conduct the research was sought from the Ministry of Higher Education through the National Council for Science and Technology. The researcher then booked an appointment with the District commissioner and District Education Officer Laikipia Central to explain the nature of the study and seek and introduction letter to permit the study to be carried out in public primary schools in the district. Descriptive analyses (percentage, graphs, tables, charts were used to summarize and organize data and to describe the characteristics of the sample population. To determine the frequencies of each response the number of respondents expressing the same opinion were converted to percentages then generalized into categories, themes and patterns. Findings revealed that head teachers although head teachers have adequate teaching/learning resources they do not ensure their proper usage. Pupils are not fully involved in the decision making processes and physical facilities were inadequate leading to lack of a conducive learning environment. Teachers were demotivated as a result of lack of recognition, lack of staff development and lack of upward mobility. Head teachers do not optimize usage of resources for good academic performance while communities feel left out in the running of school affairs. It was concluded that academic performance was affected as a result of lack of proper usage of teaching/learning materials, lack of pupil consultations on decisions that affected their future, inadequate physical facilities which contributed to lack of a conducive learning environment. Teachers were demotivated (65%) and therefore did not contribute effectively in the achievement of administrative tasks. There was very low parental involvement (12%) and parents did not fully participate in the running of school affairs. This led to lack of task achievement. It was recommended that head teachers should ensure proper supervision and usage of teaching! learning resources. The head teacher should mobilize resources to put up physical facilities like classrooms, sanitary facilities and teachers should be fully involved in the running of school activities. for them to feel recognized. Head teachers should seek ways of optimizing the usage of available resources and community support should be sought through involvement and consultations.