Thesis:

Influence of principals’ management practices on teachers Job performance in public secondary schools in Kesses sub County, Uasian Gishu county

Teachers Job Performance in Kesses is Several nations exhibiting low human development indices have disorganized and unstructured educational systems linked with undesirable academic outcomes which negatively influence teachers’ job performance. neither spared since it is in a region with low human development indicators as exhibited by least academic performance of all the other 5 sub counties. Teacher’s job performance is highly influenced by industrial disruptions, social economic factors and administrators’ leadership decision making skills which may impact teacher turnover. Incase such disruptive forces are mismanaged by school Principals, teacher’s work output and student academic excellence will remain as mirage. Therefore the present study examined how Principals Management Practices influenced Teachers’ Job Performance in public secondary schools in Kesses Sub County. Specifically the study examined; influence of Principals’ Conflict Management, Principals’ Motivation, Principals’ Teacher Professional Development and Principals’ Communication Practices on teachers’ job performance. The study was anchored on Goal Setting and Abraham Maslow’s Hierarchy of Needs theories aligned to the descriptive survey design using a target population of 251 individuals from 42 public secondary schools composed of 207 teachers, 42 Principals and 2 directors of education. Simple random and stratified samplings were used to obtain a sample size of 176 respondents while purposive sampling was used to identify the two directors of education. Pilot testing of questionnaire and interview guide was done to test for reliability and validity prior to actual data collection where the piloted respondents were excluded from the main study. Data was collected using interview guides for the County Director and Principals while open ended questionnaires were used to collect data from teachers. Qualitative data was analyzed after coding through content and thematic analysis while quantitative data was analyzed using MS Excel and Statistical Package for Social Sciences version 25 (SPSS). Rigorous statistical tests were done to test the hypothesis using Pearson Product Moment correlation, Analysis of Variance (ANOVA), and Multiple Linear Regression at 95% level of confidence. Correlation results showed that the entire hypotheses were rejected because a strong positive relation was exhibited between all the independent and dependent variables. On Principals Conflict Management Strategies r(168)= 0.736 ,P = 0.000 <0.05,on Principals Motivation Strategies r(168)= 0.711 ,P = 0.000<0.05,on Principals Teacher Professional Development Strategies r(168)= 0.567 ,P =0.000 < 0.05 and on Principals Communication Strategy r(168)= 0.739 ,P < 0.000.Analysed results of Multiple linear regression analysis showed that Principal Conflict Management Strategy(β=.428, p = 0.000 <0.05) had the highest influence. The finding implies that where best conflict intervention mechanisms are applied the schools may experience better Teacher Job Performance. However Professional development had the least negative influence (β= -0.156, p = 0.037 < 0.05) which means that changes in Professional development are likely to lower teacher effectiveness. The study concluded that Principal Conflict Management strategies influence Teacher Job Performance. Lastly the study made recommendation that the ministry of education should provide ICT infrastructure in all schools with internet connectivity to facilitate teacher communication and Professional development programs.