This study sought to find out the effect of management of ICT infrastructural resources on the implementation of TPAD Policy in Public Secondary Schools in Trans Nzoia County, Kenya. The study was guided by ‘goal-setting theory. Concurrent triangulation design was used to sample 342 Principals and teachers from a target population of 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. Stratified and random sampling methods were used to select respondents. Questionnaires were used to collect information and opinions from Principals and teachers. Expert judgments from supervisors were used to improve content validity. Data was analyzed using descriptive and inferential statistics. The results of the study were presented using frequency tables and percentages. From the linear regression model, the study revealed a positive significant effect of teachers’ perception on implthe ementation of TPAD policy. From linear regression model, (R2 = .206) showed that ICT infrastructure resources account for 20.6% variation in the implementation of TPAD policy. There was a positive significant effect of ICT infrastructure resource (β3=0.700 and p value<0.05) on implementation of TPAD policy. Therefore, an increase in ICT infrastructure resources leads to an increase in the implementation of the TPAD policy. The null hypothesis (Ho1) was rejected. ICT infrastructure resoresources a significant influence on the implementation of TPAD policy. This implies that for each increase in the ICT infrastructure resource, there was more implementation of the TPAD policy. The study concluded that the management of teaching staff affects the implementation of TPAD in public secondary schools in Trans Nzoia County. Head teachers with better staff management skills helped teachers to shift to the new paradigm of an appraisal system which has openness, reliability, and accountability as its hallmarks. The Ministry of Education and TSC should improve ICT infrastructure especially in sub-county schools and continuously capacity build teachers and school administrators on emerging trends in education management information systems. There is a need for the ministry of education to provide ICT infrastructural resources in every public secondary school in Trans Nzoia County in order to enhance the implementation of TPAD policy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>
Head teachers of primary schools have to deal with a lot of shifting managerial environments, which sometimes makes them ineffective in their expanding responsibilities. Therefore, providing targeted in-service training has never been essential. Head teachers in Kenya's Marakwet West Sub County were asked to participate in the KEMI Diploma in Educational Management Course as part of this study. The research design was a descriptive survey. The sample consisted of 38 head teachers chosen through stratified random sampling from 57 schools whose heads had completed the KEMI Diploma in Education Management, 42 teachers chosen at random, and 13 chairpersons of the Board of Management chosen intentionally from the same schools. Data was gathered through the use of questionnaires. The information was summed up and introduced utilizing recurrence tables, charts and rates. The study found that head teachers were motivated by the need to improve their skills, a raise in pay, and a higher job grade. In order to encourage teachers to participate in useful professional development programs, the study suggested that head teachers' job evaluations include an audit of skill requirements, continuous short-term refresher courses in areas that were studied, decentralization of training, and recognition of head teachers' academic achievement through promotion and salary increments. The study found that there were gaps between the course content and the actual management skills that school managers need, such as ICT skills and financial management bookkeeping. The TSC's selection, promotion, and deployment of head teachers of primary schools should also be reviewed, according to the study.
Aims: Teachers’ performance appraisal has been an integral component of teacher management system in Kenya. As such its application is critical in ensuring quality delivery. This study therefore sought to establish the influence of distributive fairness on implementation of performance appraisal practices in public secondary schools in Cherangany Sub-County. Study Design: The study used concurrent triangulation design. Place and Duration of the Study: Public secondary schools in Cherangany Sub-County. Methodology: The study included 187 respondents. Of these there were 37 (25 male and 12 femaleprincipals having an age range of 35 – 51 years). In addition 150(80 male and 70 female teachers were included. Stratified, simple random and purposive sampling was used to select respondents. Questionnaire was used to collect information and opinions from teachers and interviews from the principals. Results: There was a significant positive influence of distributive fairness on implementation of performance appraisal practices (r= 0.51, p =0.000). Therefore, the more distributive fairness led to an increase in implementation of performance appraisal practices. Conclusion: The results indicated positive influence of distributive fairness in the implementation of performance appraisal practices in public secondary schools in Cherangany Sub-County. To change the negative influence from the teachers, the study recommends use of a combination of methods in collection of performance appraisal data such as peer observation, self-evaluation, 360-degree assessment, verbal discussions and external assessment. The teachers should however be involved in selection of the preferred appraisal methods.
This study sought to establish the influence of procedural fairness on implementation of performance appraisal practices in public secondary schools in Trans Nzoia County. The study was guided by ‘goal-setting and Vrooms expectancy theories respectively. The study used concurrent triangulation design. The target population was 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. The sample size was 342 comprising of 35 Principals and 307 teachers’ respondents. Stratified, simple random and purposive sampling was used to select respondents. This sample of was drawn from 243 public secondary schools in Trans Nzoia County. Questionnaire were used to provide information and opinions from teachers and interviews from the principals. There was a significant influence of procedural fairness on implementation of performance appraisal practices (r=0.543, p=0.00). The procedural justice had significant influence on the implementation of performance appraisal practices. The study concludes that there was significant influence of procedural justice, on implementation of performance appraisal practices. The study recommends that TSC needs to develop and conduct continuous induction courses on performance appraisal for principals, deputy principals, heads of departments and teachers in order to demystify purpose of teachers’ performance appraisal in schools. Enhanced awareness can change the attitude that, teachers’ appraisals are aimed at aiding only the school management.
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