Participatory management practices in secondary schools in Uasin-Gishu district

Abstract

This study set out to investigate the participatory management practices used by headteachers in secondary schools in Uasin-Gishu District. Specifically, the investigation was on the degree to which students, teachers and parents were involved in school administration. The study was also set to find out if headteachers experienced certain difficulties as they tried to involve the above-mentioned parties in school management. The study also looked at the type of management practices that headteachers used to handle these kinds of problems or difficulties. The insight into the area of study arose from the picture that students, teachers and parents involvement in school administration as a tool towards the enhancement of administrative effectiveness and efficiency in Kenyan secondary schools has not been wholly embraced by headteachers. This study set out to test five null hypotheses. The research design used was ex-post facto. The study gathered data using two questionnaires that is; teachers and headteachers. These research instruments were validated using the results of a pilot study. The reliability of the instruments was found to be 0.93 for teachers and 0.89 for headteachers, by using the Pearson correlation co-efficient and Spearman Brown prophesy formula. This computational result indicated that the teacher's questionnaire was reliable. Instrument administration was undertaken through individual visits paid to each one of the target teachers and headteachers. Random sampling was used to select respondents from a population of

965 teachers and 61 headteachers. The sample consisted of 55 headteachers and 275 teachers. However, only 53 headteachers and 228 teachers responded to the questionnaire, which represented 84% and 96% return rate respectively. The data collected was analyzed using two tailed t-test and One-way analysis of variance to test the hypotheses of the study at 0.05 level of significance. Frequencies and percentages were also used. The One way analysis of variance (ANOV A) was used to test for significant differences between headteachers extent of involvement and their chronological ages, their marital status, academic qualifications and years of service in headship. The t-test was used to test for significant differences between involvement of parents, teachers, and students in school management and gender of the headteacher. From the data analysis the hypotheses were found to be significant hence they were accepted for most of the items. Several fmdings emerged from the study for instance it was revealed that the amount of participation allowed in the schools was not sufficient to give students, teachers and parents a chance to practice democratic skills. It was also concluded that Headteachers minimally involved parents and students in school administration while the teachers enjoyed some degree of involvement. The study recommended that endeavours could be made towards incooporating participatory school management as one of the main components in educational institutions such as universities and teacher training colleges in order to prepare to be school leaders with democratic management skills.