Teacher's perception of public primary school headteachers administrative practices in Ijara district
The purpose of this study is to analyze the teachers' perception of primary school headteachers' management practices. The management practices selected for the study are time management; leadership practices decision-making, interpersonal practices, communication practices, delegation and school administration structure. Headteachers' effective management practices are very essential if educational goals and objectives are to be realized. Primary school education forms the foundation from which all other levels of education are build. It is important to ensure that the management skills of primary school headteachers' will successfully assist them accomplish the highly responsible task they are called upon to perform. It is believed that the success of, internal organization and functioning of a school is primarily determined by headteacher's effectiveness in the school management and teachers' perception of what is desirable. However, this is not so because from previous research and experience, it IS evident that headteachers are still in effective in carrying out certain management practices. The study sought to fulfill four objectives namely: 1. To find out how effective head teachers were m carrying out the school management practices. 2. To find out whether age, professional qualification and teaching expenence has any effect on teachers' attitude headteachers' management skills. 3. To find out teachers attitude towards the head teachers' management practices. 4. To identify major problems facing headteachers' in school management. To realize these objectives a questionnaire was constructed seeking to find out information that would be used to fulfill the objectives. The questionnaire had three sections namely: Section A: Personal data giving information about teachers' age, highest professional qualification and their teaching experience. Section B: Was made up of management practice information done thematically. Each management practice skill had 10 items and the responses were close ended on a fivepoint linker + scale rating system. The multiple responses were given as strongly agree, moderately agree, disagree and strongly disagree. Section C: Was made up of a scale for measuring attitude edited by rammers (1960). The items in the attitude scale were modified to suit the subject of study. The study was designed as a survey research. A pilot study was carried out to establish the validity and reliability of the research instrument. This involved administering the questioners to 10 randomly selected primary school teachers. Results revealed that the =- instruments were valid and had reliability co efficient of 0.72. Systematic random sampling method was used to select a sample size of 61 from population of ,64. The researcher administered the questionnaires to the respondent who f lied and returned them the same day administered research instruments personally. Based on the studies data, the following were key findings of the study. Majority of headteachers were very effective in leadership, communication and delegations a management practice skills. Headteachers were fairly effective 111 curriculum and instruction as a management practice skills while they were in effective in the personal relationship and decision making management ski lis. Majority of teachers had a favourable attitude towards headteachers management practices. The teacher's age had a positive but non-significant with their attitude. This means that teacher's attitude is influenced by their age at non-significant level. The teacher's highest profession qualification did not influence teacher's attitude towards the headteachers management practices. The teachers teaching experience had a negative but non-significant attitude with the teacher's attitude. The main problems encountered by the head teachers IJ1 school management practices identified from the study included, the increasing responsibility of headteachers, lack of community support for the school due to unhealthy relationships and over enrollment of pupils. Lack of stability in educational programmes as a result of frequent changes in policies and also curriculum renovations were mentioned as major problems. They also identified poor remuneration for head teachers by the government and the effect of HIV/Aids of pupils and teachers as the major problems. Analysis of these problems refilled that most of them are related to curriculum and instruction as a management practice skill. Drawing from its findings, this study suggested the following recommendations. Headteachers should be trained further on how to implement and monitor curriculum and instruction. Headteachers should receive training to help them identify the key areas of educational interpersonal relationships programme. Headteachers need to be aware of the prevailing attitude of the teachers towards their practices so that he can be able to influence the teachers positively as this will lead to improvement of teaching an learning. The government should provide adequate facilities and finances for the growing population of schools. Headteachers should seek to develop and maintain open communication with the community. Where possible headteachers should delegate their duties to the deputy head teachers and the senior teachers so as to ease their workload. To motivate them to do their work better there should be a different scheme of service for them. The ministry of education targeting the school headteachers should organize frequent workshops, and service under refresher courses on school management. Any changes in education policy or education curriculum should be done collectively to avoid its adverse effects of sudden change in the school system. In summary, the headteachers require more training and in-service courses on how to effectively carry out the management practices. There is also need to demystify the concept of management and further clarify the role of the head teachers as this will help improve the attitude of teachers towards the management practices and create an environment of mutual trust between themselves and the teachers. In addition to the above the researcher suggests that a study be carried out in another place to establish its ability for generalization to all primary schools headteachers in the country and also to find out whether headteachers effectiveness influence teachers attitude towards school management.