IntroductionMost people spend more than half of their entire lifetime in closed work environment hence the need for a healthy and supportive work environment (ILO, 2018). To retain talented workforce for better organizational performance, it is important to provide a supportive work environment (SWE) (Naz et al, 2020). According to Boswell, Tully and Mills (2017)), the climatic component of a workplace including supervisory/peer support, adequacy of working resources and physical facilities as well as prospects to apply learned behavior form SWE. On their part, Yusliza et al (2020) considered perceived climate, supervisory relationship, peer group interaction, perceived organisational support, and personorganisation fit as factors composing SWE. Many scholars (Kundu&Lata, 2017; Okello, Sichari&Odera, 2017;Naz et al, 2020) have strongly linked SWE with employee retention. Paucity of information seems to exist regarding the relationship between SWE and performance especially among teachers in public secondary schools.In the success of education curriculum delivery continuum, importance of teachers cannot be gainsaid. Teachers are professionals who have a positive effect on student learning and development through their ability to deliver learning content (Kuncoro&Dardiri, 2017). They employ their good pedagogical, professional, communication and interpersonal skills to deliver curriculum requirement for the enhancement of student performance (Alyaha&Mbogo, 2017). This is an important contribution especially in the secondary level of learning which provide a gateway to tertiary education, a key component of economic development of a country (Baumann&Winzar, 2014). Conducive work environment can gift comfort and security to teachers in carrying out their instructional works and other duties (Kuncoro&Dardiri, 2017). Whereas SWE has been largely associated with employee retention especially in profit making entities, focus on how the same influences performance of the teacher remains limited.
Students’ exposure to electronic media facilities and lack of parental supervision has led to indiscipline among students globally. The purpose of this study was to investigate the impact of students’ exposure to electronic media facilities in their homes on parental involvement in management of students’ discipline in public day secondary schools in Kitui County, Kenya. The hypothesis was: there is no significant difference in means between students’ exposure to electronic media facilities and parental involvement in management of students’ discipline. The sample consisted of 70 principals, 86 Form three class teachers and 354 Form three students. The instruments were questionnaires and focus group discussions. A pre- test was used to validate the questionnaires while a test-re-test method was used to determine reliability. Instruments reliability coefficients were 0.78 for head teachers, 0.75 for class teachers and 0.82 for students’ questionnaires. Descriptive and inferential statistics were utilized for data analysis while the level of significance was set at alpha = 0.05. Based on the results of ANOVA, F (4, 146) =85.548, P = 0.087, the hypothesis was accepted. It was concluded that students’ exposure to electronic media facilities influenced parental involvement in management of students’ discipline although this was not significant. It was recommended that parents should monitor and control the use of electronic media facilities by their children at home to control students’ discipline at school. This paper was drawn out from a study conducted in the year 2016 and 2017 in Kitui County, Kenya.
IntroductionTime management refers to all of the practices that individuals follow to make better use of their time (Allen, 2001). This concept narrowly refers to the principles and systems that individuals use to make conscious decisions about the activities that occupy their time (Sahito et al, 2016). According to Mgbere and Andrew (2019), time management for teachers is an indispensable element of school organization comprising the art of arranging, scheduling and budgeting ones time to achieve instructional or pedagogical objectives. For any school organization and, by far, education system, time is the most precious matter. Researchers (Aloo, Ajowi and Aloka, 2019;Sahito et al, 2016) explain that school learning and curriculum implementation are time bound hence time management is imperative for teachers and school as a whole. Better education achievement has been duly credited to time management by several researchers (Claessens and Eindhoven, 2019;Mgbere and Andrew, 2019;Sahito and Vaisanen, 2017). One of the variables with which time management is positively associated is regularity and punctuality (Sahito, Khawaja, Panhwar, Siddiqui & Saeed, 2016). On the other hand, Sahito and Vaisanen (2017) argue that Time management is an indispensable element of school organization, it is the art of arranging, and scheduling and budgeting ones time to achieve objectives. Etor and Anam (2019) argued that time management correlates positively and significantly with teachers' work performance. Studies relating time management and teacher performance have yielded mixed and conflicting outcomes. Mgbere and Andrew (2019) in Nigeria found that many teachers lack technicality in managing their time for effectiveness. They showed that time management contributes only 3.1% to female teacher job performance. In Holland, Claessens and Eindhoven (2019) found that time management behaviour relates positively with perceived control of time, job satisfaction and health, and
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