ANALYSIS OF THE RELATIONSHIP BETWEEN SCHOOL MANAGEMENT PRACTICES AND THE IMPLEMENTATION OF HUMAN RESOURCE DEVELOPMENT IN PUBLIC PRIMARY SCHOOLS IN NYERI COUNTY, KENYA KANIARU SAMUEL WAKORI A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF DOCTOR OF PHILOSOPHY DEGREE IN EDUCATIONAL ADMINISTRATION, LEADERSHIP AND MANAGEMENT OF MOUNT KENYA UNIVERSITY JULY 2021 ii DECLARATION AND APPROVAL Declaration by the Student This research thesis is my original work and has not been presented for a degree in any other University or for any other award. Signature…………………………….. Date: …………………………………. Kaniaru Samuel Wakori PhD/2013/45581 Approval by the Supervisors We confirm that the work reported in this thesis has been carried out by the candidate under our supervision Signature ……………………………. Dr. Ruth Thinguri School of Education Mount Kenya University Date………….………………… Signature …………………………… Date……………………………. Dr. Peter Kibet Koech School of Education Machakos University DEDICATION I dedicate this work to my wife Jane Wambui, my children Esther Wakori, Brian Wakori and Sarah Wakori for their support. iii ACKNOWLEDGEMENT I acknowledge my supervisors Dr. Ruth Wangui Thinguri and Dr. Peter Koech for providing timely and substantial advice throughout the compilation of this thesis report. Additionally, acknowledgement goes Dr. Mary Chui for her advice during seminar presentation of this document. Finally, I acknowledge the administrative staff of the school of the postgraduate for timely updates on important seminar requirements. iv ABSTRACT Practices adopted by school management play an important role in promoting human resource development dynamics of teachers. Schools ensure that teachers are comfortable while executing their duties. However, in many public primary schools in Nyeri County, the situation is quite different with implementation human resource development facing numerous challenges. There is promotion of few teachers, low teacher performance, teacher indiscipline and lack of morale among teachers for career progression. Thus, the purpose of this study was to analyze the relationship between school management practices and implementation of human resource development in public primary schools in Nyeri County, Kenya. The objectives; to establish the relationship between teachers‘ induction practices and the implementation of human resource development in public primary schools; to analyze the relationship between teachers‘ professional development practices and the implementation of human resource development in public primary schools; to assess the relationship between teacher motivation practices and implementation of human resource development in public primary schools and to find out the relationship between teacher performance appraisal practices and the implementation of human resource development in public primary schools. The human capital management theory and the human resource management theory guided this study. The study adopted mixed methodology and concurrent triangulation design was applied. The target population included 400 headteachers, 1600 teachers, 400 chairpersons of school BoMs and the eight (8) sub county TSC Human Resource Officers totaling to 2408 from which a sample of 240 respondents were obtained. Stratified sampling was applied to select a sample size of eight (8) headteachers, 216 teachers and eight (8) chairpersons of school BoMs. Eight (8) Sub County TSC Human Resource Officers were purposively selected. The questionnaires were used to collect quantitative data from headteachers and teachers whereas interviews were used to collect qualitative data from chairpersons of school BoMs and Sub-county TSC Human Resource Officers. Piloting was conducted in Nyeri County among 24 respondents to establish validity, reliability, credibility and dependability of the research instruments. Validity was enhanced by piloting of instruments prior to collecting the final data. To enhance credibility, adjustments of the tools were done according to the opinion obtained from respondents during piloting and the advice provided by supervisors. Interactive questioning was used to enhance dependability. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (the Pearson‘s Product Moment Correlation Test Analysis) with the help of SPSS Version 24 and presented using tables. Qualitative data was analyzed thematically and presented in narrative forms. The study established that implementation of human resource development programmes has been a challenge in many public primary schools. Very few primary school teachers are promoted as a way of improving their performance, many of them absent themselves from work and fail complete syllabus in time whereas many rarely undertake career progression activities. Thus, the study recommends that headteachers of public primary schools should put in place measures to ensure effective implementation of the outlined induction processes. The Ministry of Education should formulate managerial training content for the headteachers and ensure that such materials reach and are accessible to all headteachers of public primary schools. School managers should set aside money to adequately motivate teachers. The Teachers Service Commission should simplify the process of appraising teachers. TABLE OF CONTENT v DECLARATION AND APPROVAL ........................................................................... ii DEDICATION ............................................................................................................... iii ACKNOWLEDGEMENT ............................................................................................ iv LIST OF TABLES ....................................................................................................... xii LIST OF FIGURES .................................................................................................... xiv LIST OF ABBREVIATIONS AND ACRONYMS .................................................... xv CHAPTER ONE: INTRODUCTION ........................................................................... 1 1.1 Background to the Study ............................................................................................. 1 1.2 Statement of the Problem .......................................................................................... 18 1.3 Purpose of the Study ................................................................................................. 19 1.4 Objectives of the Study ............................................................................................. 19 1.5 Research Questions ................................................................................................... 20 1.6 Research Hypotheses................................................................................................. 20 1.7 Justification of the Study ........................................................................................... 20 1.9 Scope of the Study..................................................................................................... 22 1.10 Limitations of the Study .......................................................................................... 22 1.11 Delimitation of the Study ........................................................................................ 23 1.12 Assumptions of the Study ....................................................................................... 23 1.13 Operational Definition of Key Terms ..................................................................... 25 vi CHAPTER TWO: LITERATURE REVIEW ............................................................ 26 2.0 Introduction ............................................................................................................... 26 2.1.1 School Management Practices ............................................................................... 26 2.1.2 Implementation of Human Resource Development in Schools ............................. 38 2.1.3 Human Resource Development Implementation in Schools.................................. 41 2.1.4 Teacher Induction Practices and the Implementation of the Human Resource Development in Schools .......................................................................................... 54 2.1.5 Teachers‘ Professional Development Practices and the Implementation of the Human Resource Development in Schools .............................................................. 61 2.1.6 Teachers Motivation Practices and the Implementation of the Human Resource Development in Schools .......................................................................................... 74 2.1.7 Teacher Performance Appraisal Practices and the Implementation of the Human Resource Development in Schools .......................................................................... 85 2.2 Theoretical Literature Review ................................................................................... 90 2.2.1 The Human Capital Management Theory .............................................................. 91 2.2.2 Human Resource Management Theory .................................................................. 93 2.3 Theoretical Framework ............................................................................................. 94 2.4 The Conceptual Framework ...................................................................................... 95 2.5 Research Gaps ........................................................................................................... 98 2.6 Summary of Literature Review ................................................................................. 99 vii CHAPTER THREE: RESEARCH METHODOLOGY .......................................... 101 3.0 Introduction ............................................................................................................. 101 3.1 Research Methodology ............................................................................................ 101 3.2 Research Design ...................................................................................................... 101 3.3 Location of the Study .............................................................................................. 103 3.4 Target Population .................................................................................................... 104 3.5 Sample Procedures and Sample Size ...................................................................... 105 3.6.1 Questionnaires for Headteachers and Teachers ................................................... 106 3.6.2 Interview Guide for HROs and Chairpersons of School BOM ............................ 107 3.7 Piloting of Research Instruments ............................................................................ 107 3.7.1 Validity of the Instruments ................................................................................... 108 3.7.2 Reliability of the Instruments ............................................................................... 108 3.8 Data Collection Procedures ..................................................................................... 109 3.9 Data Analysis Procedures ....................................................................................... 110 3.10 Ethical Considerations........................................................................................... 112 3.10.1 Access to the Site-Permissions Obtained ........................................................... 113 3.10.2 Anonymity .......................................................................................................... 113 3.10.3 Informed Consent ............................................................................................... 113 3.10.4 Storage of Data Collected .................................................................................. 114 viii CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSIONS .................... 115 4.0 Introduction ............................................................................................................. 115 4.1 Response Rate ......................................................................................................... 115 4.2 Respondents‘ Demographic Information ................................................................ 116 4.2.1 Gender of the Respondents .................................................................................. 116 4.2.2 Level of Education of the Respondents................................................................ 117 4.2.3 Teaching Experience of Headteachers and Teachers ........................................... 118 4.3 Teacher Induction Practices and Implementation of Human Resource Development in Primary Schools ................................................................................................. 118 4.3.1 Descriptive Statistical Analysis ............................................................................ 119 4.3.2 Inferential Statistics .............................................................................................. 124 4.3.3 Thematic Analysis ................................................................................................ 126 4.4 Teachers‘ Professional Development and Implementation of Human Resource Development in Public Primary Schools ............................................................... 131 4.4.1 Descriptive Analysis ............................................................................................ 131 4.4.2 Inferential Statistics .............................................................................................. 134 4.4.3 Thematic Analysis ................................................................................................ 138 4.4.4 Triangulation and Interpretation of Mixed Data .................................................. 144 4.5 Teacher Motivation Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 144 ix 4.5.1 Descriptive Statistical Analysis ............................................................................ 144 4.5.2 Inferential Statistics .............................................................................................. 150 4.5.3 Thematic Analysis ................................................................................................ 153 4.5.4 Triangulation and Interpretation of Mixed Data .................................................. 156 4.6 Teacher Performance Appraisal Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 156 4.6.1 Descriptive Analysis ............................................................................................ 156 4.6.2 Inferential Statistics .............................................................................................. 161 4.6.3 Thematic analysis ................................................................................................. 164 4.6.4 Triangulation and Interpretation of Mixed Data .................................................. 170 4.7 Implementation of Human Resource Development in Public Primary Schools ..... 170 4.8.3 Teacher Motivation Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 177 4.8.5 Implementation of Human Resource Development in Public Primary Schools .. 178 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ....................................................................................................................................... 179 5.0 Introduction ............................................................................................................. 179 5.1 Summary of Research Findings .............................................................................. 179 5.1.1 Teacher Induction Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 179 5.1.2 Teachers‘ Professional Development Practices and Implementation of Human Resource Development in Public Primary Schools ............................................... 181 x 5.1.3 Teacher Motivation Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 183 5.1.5 Implementation of Human Resource Development in Public Primary Schools .. 185 5.2 Conclusion ............................................................................................................... 186 5.2.2 Teachers Professional Development Practices and Implementation of Human Resource Development in Public Primary Schools ............................................... 187 5.2.3 Teacher Motivation Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 187 5.2.4 Teacher Performance Appraisal Practices and Implementation of Human Resource Development in Public Primary Schools ............................................................... 187 5.3 Recommendations for Practice................................................................................ 188 5.3.1 Recommendations for Further Study ................................................................... 189 REFERENCES ............................................................................................................ 190 APPENDICES ............................................................................................................. 203 Appendix I: Letter of Introduction ................................................................................ 203 Appendix 1I: Informed Consent .................................................................................... 204 Appendix III: Questionnaire for Headteachers ............................................................. 205 Appendix IV: Questionnaire for Teachers .................................................................... 209 Appendix V: Interview Guide for Chairpersons of School Board of Management ...... 212 Appendix VI: Interview Guide for Human Resource Management Officers ............... 214 Appendix VII: Introduction Letter from the School of Postgraduate Studies of Mount Kenya University ................................................................................................... 216 Appendix VIII: Authorization Letter from National Commission for Science, Technology and Innovation, NACOSTI ................................................................ 217 xi Appendix IX: Research Permit from NACOSTI .......................................................... 218 Appendix X: Research Authorization Letter from County Director of Education, Nyeri ................................................................................................................................ 219 Appendix XI: Research Authorization Letter from County Commissioner, Nyeri ...... 220 Appendix XII: Map of Nyeri County ............................................................................ 221 Appendix XIII: Turnitin Similarity Index ..................................................................... 222 xii LIST OF TABLES Table 2: Target Population ............................................................................................ 105 Table 3: Sampling Grid ................................................................................................. 106 Table 4: Data Collection Procedures ............................................................................. 110 Table 5: Data Analysis Procedures ............................................................................... 112 Table 6: Response Rate ................................................................................................. 115 Table 7: Gender of the Respondents ............................................................................. 116 Table 8: Levels of Education of the Respondents ......................................................... 117 Table 9: Headteachers‘ and Teachers‘ Teaching Experience ....................................... 118 Table 10: Teacher Induction Practices and the Implementation of Human Resource Development in Primary Schools ................................................................. 119 Table 11: Frequency of Teacher Induction and Human Resource Development in Public Primary Schools ........................................................................................... 124 Table 12: Relationship Between Teacher Induction Practices and Human Resource Development in Public Primary Schools ...................................................... 125 Table 13: Teachers on Teachers‘ Professional Development Practices and the Implementation of Human Resource Development in Primary Schools ..... 132 Table 14: Number of Teachers‘ Professional Development Trainings and Human Resource Development in Public Primary Schools ...................................... 135 Table 15: Relationship Between Teachers‘ Professional Development Trainings and Human Resource Development in Public Primary Schools ......................... 136 xiii Table 16: Teacher Motivation Practices and the Implementation of Human Resource Development in Public Primary Schools ...................................................... 145 Table 17: Frequency of Teacher Motivation and Human Resource Development in Public Primary Schools ................................................................................ 151 Table 18: Relationship Between Teacher Motivation Practices and Human Resource Development in Public Primary Schools ...................................................... 152 Table 19: Teacher Performance Appraisal Practices and the Implementation of Human Resource Development in Public Primary Schools ...................................... 157 Table 20: Frequency of Teacher Performance Appraisal and Human Resource Development in Public Primary Schools ...................................................... 162 Table 21: Relationship Between Teacher Performance Appraisal Practices and Human Resource Development in Public Primary Schools ...................................... 163 Table 22: Implementation of Human Resource Development in Primary Schools ...... 171 xiv LIST OF FIGURES Figure 1: The Conceptual Framework ............................................................................ 97 Figure 2: Research Design ............................................................................................ 103 xv LIST OF ABBREVIATIONS AND ACRONYMS BOM : Board of Management FPE : Free Primary Education HR : Human Resource HRD : Human Resource Development HRM : Human Resource Management ICT : Information Communication Technology KEMI : Kenya Education Management Institute KESSP : Kenya Education Sector Support Programme MoE : Ministry of Education NACOSTI : National Commission for Science, Technology and Innovation. PTA : Parents Teachers Relationship SAELP : State Action for Education Leadership Programme SHRO : Sub-county Human Resource Officer. SPSS : Statistical Package for Social Sciences TANESCO : Tanzania Electric Supply Company TSC : Teachers Service Commission UPE : Universal Primary Education UNESCO : United Nations Educational Scientific and Cultural Organization USAID : United States Agency for International Development 1 CHAPTER ONE INTRODUCTION The chapter highlights the background of the study, statement of the problem, the purpose of the study, the objectives of the research, research questions, the justification, significance and scope of the study. The chapter finally concludes by looking into the limitations, delimitations as well as the assumptions of the study and operational definitions of key terms. 1.1 Background to the Study Education is pegged on four dimensions which include interpersonal, moral, administrative and instructional dimensions. Law and Glover (2000) assert that the latest literature of education leadership is based on areas of perspective pedagogy that focus on instructional leadership as involvement of skills that improves teaching, action research and development of curriculum. Law and Glover (2000) further posit that professional norms that require principals to be involved more actively in leading programmes of school instructions and concentrating staff attention on learner‘s outcome are prevalent. To realize this, schools must adopt sound and effective management practices. Southworth (2002) opines that school management practices are a set of activities undertaken by schools to ensure smooth running of schools and realization of foundational aims of education. School management practices include teacher induction, teachers‘ professional development, teacher motivation and teacher performance appraisal practices. However, the extent to which such school management practices relate to human resource development in primary schools still remains fully unexplored. Crow (2006) avers that human resource development dynamics entail a set of factors which enable teachers and other staff members in a school setting to realize educational and curriculum objectives. 2 These entail promotion of teaching staff, discipline and career progression. According to Southworth (2002), there is occurrence of rapid developments in school settings with diverse changes in many activities taken by human beings which depends largely on several development dynamics. Crow (2006) also avers that economical, technological, immigrations, globalization and scientific advancements are just few areas bringing into existence of uncertainty and complexity in the new world. These few aspects which are societal and inevitable have brought change that have transformed the school setting into more complex and dynamic as compared to the past. In this vein of school setting of dynamic changes and where different challenges and other problems being found, many people recognize the benefit of school leadership that is focusing on efficiency and thus provision of quality education. Voluminous researches mention school leadership as a vital element in providing effective school management (Waters & McNulty, 2005, Brauckmann & Pashiardis, 2009; Kythreotis, Pashiardis & Kyriakides, 2010 & Kythreotis & Pashiardis, 2006;). Due to these roles of school leaders, school administrators and managers in western nations are required to deal with changes in education, opportunities and challenges, to respond and anticipate to new initiatives and to adjust to the environment of market-like education (Foskett & Hemsley-Brown, 2002). The school managers work as a ―glue‖ because they successfully modify the myriads of instructional elements into effective school action whereby these effective school actions are directly manifested as more quality instructions yielding in robust levels of learners‘ achievements. As a result of these aspects, many stake holders have expanded their expectations towards principals, requiring them to have a good academic performance and results that are standard (Weindling & Dimmock, 2006). 3 The roles of the school headteachers should be reorganized and assisted to enable them to get practices and processes that largely influence the main purpose of the school‘s mission and consequently improve the learning of students. Managers in western nations were observed to be involved in some areas of instructional leadership (Southworth, 2002). Also, they have been noted to concentrate on instructional roles as compared to school managers in developing nations and this have been assumed to be as a result of environmental diversity at schools. In comparison, principals in South East Asia were found to engage in a great way to instructional leadership. Principals in Singapore were also required to give instructional leadership to human resource. Further, Chinese headteachers are found to have perfect instructions as a vital tool towards school prestige and student success. It was also observed that principals from Thailand greatly exercise instructional leadership which is slightly different from Hong Kong where school managers are moderate in engaging in instructional leadership and therefore achieve greater heights of indirect engagement (Chi-Kin Lee & Dimmock, 1999). In Kuwait for example, the curriculum is not directly associated to the work of the headteacher. Studies carried out in New Guinea and also in Thailand shows that headteachers in those nations are ranked lower on the basis of instructional, leadership inventories as opposed to their counterparts in western nations (Lahui-Ako, 2001). In Africa, Ghana is one of the nations recognized for its effective curriculum implementation processes, for its headteachers see their duties as being efforts in assisting staff to employ modern instructional means and implement curricula which is lately introduced. However, instructional leadership roles are relatively low in schools that are in the third world countries whereby headteachers are probably involved in 4 administration and management favoritism. Effective instruction is directly involving learners‘ as a means to achieving higher students‘ performance levels. In Ghana, Nigeria and Botswana the cases are worrying since most of the headteachers are appointed not on merit or any criteria of quality or on performance in their careers. Actually, most of them have not been in classrooms, but their appointments to their positions are tied to their political connections. Regarding these facts, it is clear that few plausible headteachers can assist teachers to upgrade their teaching roles or be in a position to judge their abilities. In addition, Oplatka (2004) pointed out that workers who concentrates with managerial roles other than instruction-oriented duty are conservative workers mainly due to lack of change initiatives. Teaching staff in Kenya similar to other African nations indicated deplorable working conditions, poor pays, little teaching materials and accommodations. Arab and African principals, for example, in Ghana Kenya, United Arab Emirates, Botswana, Kuwait and South Africa are challenged with deprived staff drive and with lack of skilled staff. A research conducted by Musungu & Nasongo (2008) established that in Kenya, the principals‘ instructional duty involved checking accounts of work covered, schemes of work, lesson books, teachers‘ attendance, books showing clock in clock out and class attendance records. Waweru (2003) also established that headteachers roles include approved curriculum supervision, student personnel staff personnel, relations supervision and promotion of school community and physical and material resource supervision. According to the Republic of Kenya (2000), the headteacher is solely responsible for every matter concerning the school operations. Simply put, the buck stops with the headteacher. According to Muchiri (2008) instruction supervision ought to include the timetable-organization, and to ensure greater learning opportunities for the learners the 5 school timetables ought to be child-centered. The Ministry of Education in Pakistan found two major gaps being the major causes of causes of poor performance of education sector in the nation of Pakistan. The problems identified included lack of commitment required to enhance good education that is of quality to children. Additionally, the Ministry of Education identified two challenges that were the cause of the failure to implement policies with their updated and relevant educational practices. The two problems were associated with failure of commitment by managers while poor policies implementation yielded problems that resulted from lack of commitment and competence in leadership and governance. Voluminous researches reveal that human resource development is a crucial element of any organizations in the recent decade. Most researches portray paucity of effective utilization of human resource management in the sector of education (Akbar 2009). Erdamar (2013) stated that awareness, application and knowledge of human resource management is vital to the efficient functioning of education managers, to give a base for the promotion and development of systems of education. Highly managers resource who perform better in implementing human resource development are viewed to perform better in the growth of the institutions as compared to those not qualified and the with no skills (Iqbal, Arif & Abbas 2011). Nevertheless, Hoffman & Shrew (2013) established that the leader‘ skills and knowledge on human resource management assists in promoting the utilization and efficiency on human resource in an institution which led to the growth of those firms at large. The objective of human resource management in the sector of education is to achieve the aimed objective. Managers are required to be equipped with the knowledge for effective management and leadership for the growth of their schools and the wellbeing of the 6 human resource employed. Human resource management is said to be one of the challenging areas in the business fields and has influence in education sector in the western nations for the last three decades (Nakpodia 2010). A study by Badri and Mourad (2012) established that human resource management strategies improve effectiveness and productivity of the organizations. The managers need to improve on personal practices like internal career ladders, performance appraisal based on result, employment security, employee participation and voices and compensations-based performances to enable firms achieve their goals. The effective human resource strategies by leaders in the education sectors enables attainment of desired goals in the schools. Dessler and Varkkey (2011 found out that the benefit of human resource management in any organization is to prosper and work. In their study, they maintain that human resource management is applicable in education like it is in the corporate world. This is as a result of globalization that is rapid in the area of education and knowledge that increase competition in market of education, reduced budgets for education sector and dynamic economic downturn. Training of workplace should be continuous process. The manager is reliable for coordination of programs that are most relevant to the working place and to the novice staff members. Brown (2005) indicates that orientation training of the workplace amongst other aspects should involve things such as firm‘s overview, reviewing of department functions, roles of the new work and content of departmental procedures and policies. Induction mentoring can be conducted in activities like seminars organized together with human resource department. Based on the above definitions, the main objective is that training of induction defines the model behind the procedures and gives scheduled for work associated tasks. 7 A good welcome, gradual procedures, honest interests, continuous patience and touch are needed for the effective induction of novice employees. Informal induction training involves welcoming novice employees so as to give him or her confidence, giving out documentation to novice workers, organization induction prior introduction and briefing on the working area. Recommended training courses gives new employees a chance to gather in groups so that several people can be provided comprehensive and consistent information and which might not be forthcoming when reliance is solely placed by managers. Building reliable employees‘ induction training is essential to any firm. Therefore, any firm should be careful when planning those training in order to educate the workers about the firms‘ values, rules and regulations. Human resource management plans involve aspects such as pay, rewards, benefits, policies and compensations in an institution which should be well established and implemented, to assist in promoting and developing of performance and commitment of the workers. Self-committed and self-driven employees are taken as an asset to any institution as such behaviors among workers foster the performance of the institution at large and assists in maintaining it in a longer time. The applied human resource management plans in an institution assist in founding a meaningful mean to achieve outcomes through utilization of physiological, social and psychological variables that are associated to workers development (Erdamar 2011). Nevertheless, teachers‘ efficiency can be improved where educational managers understand the relevance of human resource management utilized in schools (Badri & Mourad 2011). Koc (2011) added that the overall results of the school mainly rely on both managerial strategies and workers as they require to operate in unity while taking into consideration the quantitative and qualitative aspects of institutional education 8 operations. If human resource management is well used in an effective and efficient manner, it is said that they acquire a twofold achievement, where one result is to achieve the planned targets through promotion of performance, production, innovations, security, and also promote the reliability of the workers. A research conducted in South Africa by McDonald & Van der Horst (2003) indicated that different ways of managing schools can be introduced in school. The researchers recommend the utilization of evaluation of whole schools being one of the mechanisms of school management which have been successful in South Africa. This policy was established to aid schools to measure the extent in fulfilling their roles and expectations and enables improvement of performances at the same time offering an external assessment of the school‘s work. Davidoff and Lazarus (2002) argued that for effective school growth and success, there must be vibrant managers and leaders to make the ends meet. Through school management departments are developed and held together. Hence, effective teaching and school success can only be achieved where there is good managerial foundation. It is advisable that school management cannot be left for school heads but also other leaders should be involved including board members. Moreover, to achieve good schooling in a restructured and reformed system of education depends with the capability of the school managers. According to Department of Education in Pretoria (2001), regular evaluation of schools should be carried out providing reports and judgment that reveals effectiveness of school management. Mothata (2000) stated that school management acts as mouthpiece of educators, parents and learners on matters that touch on school progress and management. Wanzare (2000) further stated that professional upgrading should be broaden and deepen knowledge of the content. 9 It also gives a robust base for the means of specific knowledge and disciplines about the learning and teaching processes. Professional development arrangements have to be well rooted in and also portrays effective available research. The materials of professional development arrangements should be done accordance with the curriculum and standards used in the institution. It gives to quantifiable improvement in learners‘ attainment, engage and address intellectually the teaching complexity. It also gives adequate time, resource and support to make it possible for teachers to acquire and fully understand new pedagogy and content and to use the skills and knowledge to improve their work. Professional upgrading should involve educators and other qualified personnel in the area and takes various forms. It is important for old educators to continue professional development and normal chances to learn from each other. Continuous professional upgrading enables educators to be up-to-date on recent research on learning, dynamic technology and its tools used in classes, modern curriculum resources among others. The effective professional development is continuous, collaborative, experiential, and networked to and sourced from working together with learners and knowing their culture (Edutopia, 2008). Voluminous researchers state that professional development is a continuous process. It acts as a core part in managerial roles in teachers‘ performance management. Continuous development depends on the supposition that upgrading the skills and ability of educators will enhance performance by creating quality of individual teachers. A professionally upgraded educator respects and is committed to attain the requirements of specific tasks and improves learning equality in learning. Additionally, upgrading improves teacher‘s creativity and thinking of ideas, accountable for their actions and respect colleagues, families, children and other experts in their working settings. 10 Comprehensive professional upgrading arrangements for educators have to be direct focusing on student assistance to achieve the goal of learning and assisting student towards achieving their goals. In Kenya, the Ministry of Education is responsible for educational policy formulation. However, the policy implementation is left to county directors and school managers at regional level. Mathias & Jackson, (2004) argued that human resource development is quite important for collective bargaining by teachers. The school management should ensure that teachers are properly motivated especially in their working conditions and environs. The ministry of education has enacted human resource policy as well as guidelines for implementing the policy. The Ministry of Education through TSC also handles members‘ grievances and complaints. The school managers hence are responsible for the school management including which include implementation of human resource development. The Public Service Commission is conscious that human resource development is a catalyst in management and implementation of change, building learning organizations and creating a culture of performance. Effective training and development benefits both the individual and the organization through sharing of ideas and dissemination of good practices resulting in efficient and effective performance. This policy explains the commitment to promoting an environment of structured and systematic training, learning and continuous professional development of public servants to enable them deliver quality services to the citizens (Republic of Kenya, 2015). The human resource development further outlines measures and strategies for ensuring that human resource development and practices building in the public service is guided by Articles 10, 27, 54, 55, 56, 232 and Chapter six of the kenya Constitution. The policy also provides a framework within which decisions can be made and supported with 11 regard to training and development. Great emphasis is placed on the need to base Human Resource Development decisions on training and development plans.It stresses the prudent management of resources devoted to training and practices building, while recommending other approaches to mobilizing training funds as well as individual selffinanced development plans(Republic of Kenya,2015). Employees are encouraged to acquire skills, knowledge and attitude; and to develop to their full potential in order to realize their needs as well as the objectives of the ministries, departments and the agencies they work for. Teachers are also public servants and therefore regulated by the guidelines contained in this policy. The objectives of the Policy being to ; entrench national and public service values, accord equal opportunities for relevant training at all levels, acquisition of necessary knowledge, skills, attitudes and competencies, ensure adequate funding for human resource development and practices building, ensure an effective monitoring, evaluation and audit system that is integrated in public service human resource development programmes for efficiency and effectiveness. The TSC has adapted the human resource developemnt policy and customized it to meet the needs of teachers in regard to human resource development as stipulated in the Teachers code of regulations (2015). Every head of institution is expected to supervise and ensure quality implementation of the curriculum, verify teachers' professional documents, avail teaching and learning materials, ensure a conducive teaching and learning environment in the institution; induct and mentor new teachers and appraise all teachers under their supervision. Further, the headteachers should identify training needs and take corrective measures in cases of unsatisfactory performance. 12 According to Guskey (2000), there is remarkable improvement in education sectors which cannot be realized without professional development. Quality professional development programs are beneficial to schools. Hayes (2010) revealed that novice teachers find it difficult handling unfamiliar issues that include classroom management, school culture and school operations, instruction, curriculum, test preparations and supervision, state standards and interactions and relations with teachers and parents. Experience and research enable teachers to gain professional development of high quality that is coherent and constantly improves knowledge among teacher in various contents and pedagogical skills, provision of opportunities for practice, reflection and research that is inclusive efforts of jobs embedded, collaborative and sustained skills that are eventually used for goals attainment and keeping teachers updated (Sparks, 2002). School managers should reveal accountability and transparency (Wango & Gatere, 2012). School managers ought to be well versed with the Human resource development is a guidelines and formal rule enacted by an organization to assess, hire, train and reward the workforce members. In Kenya, formulation and dissemination of education policy is shallow at school level therefore creating diverse interpretation and poor implementation by school managers. To have efficient education in Kenya there must be improvement among management of teachers. Scribner et al. (2008) argued that school management is far from comprehending the implementation of the human resources development. Human resource development bears motivation mobility to many teachers in public schools. Kervezee (2006) stated that integrated personnel management is important in school. School management practices is an approach or framework that enables school leaders to gather information and knowledge share them with other people in the institution and take appropriate actions that lead to improvement of outcomes and 13 services. Rebore (2007) revealed that all aspect in life will continually change. Therefore, it is beneficial for human being to understand how to perform their duties more effectively. In addition, teachers, administrators, non-teaching staff members and parents are required to acquire modern skills, information, attitudes and knowledge, which are inventible. This is a force that is driving staff for professional development. It not possible to stay constant in changing settings of schools. Professional upgrading is referred as a way of strengthening, sharpening and updating of employees‘ skills and creating an understanding and anxieties in various professional duties (Mohanty, 2003). Development of professions extend the word ―training‖ with impacts of learning skills. It involves a description that involves informal and formal ways of assisting educators beside acquiring new knowledge and also building modern insights into curriculum and practice of their own. Institutions system is most beneficial asset in updating the workforce. A beneficial investment an institution board managers and parents can do in a system of a school is to make sure that educators continue to upgrade their skills. According to the Republic of Kenya (2015), Training is the most cost-effective intervention for improving human resource competencies in any organization. In the public service, training plays a key role in improving performance for realizing national goals and objectives. To enhance the outcome of training, the process should be systematic, aligned to the principles of Results Based Management (RBM) and guided by national values and principles of governance and values and principles of public service. Training should generally be provided by public service training institutions, consultants selected through the prevailing government procurement regulations and other accredited local and foreign training institutions. 14 The Government recognises the role of public-private partnerships in training provision and encourages this collaboration. Training may be delivered through e-learning, distance/open learning, sandwich/holiday modes, part-time, regular and parallel programmes among others. Implementation of the human resource development in schools is therefore a key component of the public service commision in executing its mandate. The actions taken by managers include implementing the human resource development at the schools. Zhao (2010) stated that school management practices enable sharing, application and acquisition of teachers‘ capabilities in schools to acquire better application and management of intangible and tangible knowledge assets for example experiences, competencies and professional knowledge of teachers in school. School managers have a great role in effectively managing the human resource available at their institutions through policy implementation. Human resource management (HRM) is concerned primarily with training, recruitment, development, performances appraisal and rewarding of employees in an organization or an economic sector. Additionally, human resource development also deals with industrial relations that involve balancing of organizational policy emanating from governmental laws or collective bargaining (Collings & Wood 2009). Human resource management is also concerned with motivation of employees, formulating and implementing policy and strategies that ensure equitability, consistently, reward of employees in accordance with organization values and goals. Human resource management is implemented through policy. In order to understand policy, an education system is considered as an enterprise or a firm. Human resource is the key to an organization success. Raftery and Tom (2015) established that human resource is the group of individuals forming a work force of a business, organization or 15 an economy. Synonymously, human resources is also referred to as human capital although, human capital has a narrow view to individual knowledge and their contributions to an organization, business or an economy. Similarly, other terms referring to human resource are; ―labor‖, ―talents‖ or the ―people‖. An activity established by an organization, business or economy sector devised to improve employees‘ performances and achieve employer‘s targets and goals is referred to as Human resource management. Davidoff and Lazarus (2002) argued that for effective school growth and success there must be vibrant managers and leaders to make the ends meet. This is achieved through human resource policy implementation. Hence, effective teaching and school success can only be achieved where there is good managerial foundation. Hence, it is imperative for the role of the school management be shouldered by other stakeholders including board members. Moreover, to achieve good schooling in a restructured and reformed system of education depends with the capability of the school manager. Human resource development is a progressive guideline by the management on how the organization sets to handle the employees. Human resource policy indicates guidelines on how human resource managers deals with the matters on recruiting employees and the various intentions the organizations undertake on matters regarding human resource that include employment, promotion, training, selection and compensations (Pravin, 2010). Hence, human resource development acts as management point of reference on human resource management requirements and acts as a resource point during decisions making and developments on organization‘s workforce. Human resource development has positively impacted on organization both externally and internally and has met the 16 requirements for human resource ethics, training and diversity and in the same time commitment in relation to corporate governance and regulations of the workforce. For instance, if one wants to sack an employee in relevance with law of employment among other considerations, it is always important to align with provisions of employment, collective bargaining and contracts agreements (Aquinas, 2009). The human development clearly outlines the responsibilities, behaviors standards, discipline procedures documents is current method used by most organizations to meet these obligations. Human resource development outlines the procedures which reliable decisions that promotes equity in the manner of employees are treatment (Armstrong, 2003). Public service renders important role in ensuring national development via promotion and upkeep of an efficient political and socio-economic systems for other sectors to prosper. Human resource development is reinforced by legal framework that includes the constitution and the vision 2030 blueprint that guide to attain accelerated development. For many years, human resource development has undergone several phases in Kenya. The initial stage was Kenyanization initiative of 1960s that was meant to prepare indigenous citizens to secure positions that were left vacant by European colonialists. The second stage was done in 1970s that dealt with professionalizing of the services provided by human resource through addressing different challenges affecting the public sector that included few qualified professionals, managerial and technical staff that would align with institution growth. However, there was minimal evaluation of human resource development needs to influence on job performance and also lack of consistence to functions of human resource 17 development (Republic of Kenya, 2015). The human resource development of Kenya has addressed deeply on recruitment and human resource development that has emphasis on employee training and career development. Further, this policy has been a central point on creating modern workforce in public service sector to align the nation‘s development to make Kenya a middle-income earner. The Kenyan constitution stipulates the desire to afford all the human resource in public sector equal and adequate opportunities for selection, training and development at all sectors regardless of ethnic groups and whether marginalized groups. Every department of the Kenyan government amongst other public service organizations should oversee the training and human resource development activities through their ministerial human resource management advisory committee. The committee should contemplate and approve training aims, employee development mechanisms, training requirement, training projections, knowledge inventory and training information (Republic of Kenya, 2015). In Nyeri County, the scenario is the same with implementation of human resource development in many public primary schools being a challenge. For example, a study undertaken by Wichenje et al (2012) noted that many teachers get promoted thus registering low performance. According to Wichenje et al (2012), many primary school teachers exhibit instances of indiscipline and lack of morale for improving their careers. To mitigate these challenges, school heads have considered it important to set policy guidelines, which are clear, involve their schools and pass the information to the learners and subordinate staff. Further, they should offer instructional leadership for human resource and be influential to every part that would account for school progress. 18 According to Musungu and Nasongo (2008), headteachers are tasked with an obligatory role of inspecting lessons books, schemes of work, records of work done, clock in and clock out records and inspection of class attendance records. Waweru (2003) opines that headteacher‘s roles include approved curriculum supervision, staff personnel promotion and maintenance school community relation and management of material and physical resources. Waweru (2003) further asserts that school heads and management play an important role in promoting human resource dynamics of teachers. Despite these observations, few empirical studies have analyzed the relationship between school management practices and the implementation of the human resource development in public primary schools in Nyeri County, Kenya. 1.2 Statement of the Problem Practices adopted by primary school management play an important role in promoting human resource dynamics of teachers. Schools ensure that teachers are comfortable while executing their duties. Such school management practices involve the ability of school managers to induct teachers, professionally develop teachers, motivation teachers and effectively conduct teacher performance appraisal. However, in many public primary schools in Nyeri County, the situation is quite different with implementation human resource facing numerous challenges. As noted earlier, there are many cases of promotion of very few teachers, low teacher performance, teacher indiscipline and lack of morale of career progression. Efforts to mitigate these challenges have not yielded much remarkable progress. Despite these observations, few empirical studies have interrogated the extent to which school management practices relate to the implementation of human resource development in public primary schools, hence the study. 19 1.3 Purpose of the Study The purpose of this study was to analyze the relationship between school management practices and implementation of the human resource development in public primary schools in Nyeri County, Kenya. 1.4 Objectives of the Study The research objectives were: i. To establish the relationship between teachers‘ induction practices and the implementation of human resource development in public primary schools in Nyeri County, ii. To analyze the relationship between teachers‘ professional development practices and the implementation of human resource development in public primary schools in Nyeri County. iii. To assess the relationship between teacher motivation practices and implementation of human resource development in public primary schools in Nyeri County. iv. To find out the relationship between teacher performance appraisal practices and the implementation of human resource development in public primary schools in Nyeri County. 1.5 Research Questions The research questions were: i. To what extent is the teacher induction practices related to implementation of human resource development in public primary schools in Nyeri County? ii. How are teachers‘ professional development practices related to implementation of human resource development in public primary schools in Nyeri County? iii. To what extent is the teacher motivation practices related to the implementation of the human resource 20 development in public primary schools in Nyeri County? iv. How do teacher performance appraisal practices relate to implementation of human resource development in public primary schools in Nyeri County? 1.6 Research Hypotheses H01: There is no relationship between teacher induction practices and the implementation of human resource development in public primary schools. H02: There is no relationship between teachers‘ professional development practices and the implementation of human resource development in public primary schools. H03: There is no relationship between teacher motivation practices and the implementation of human resource development in public primary schools. H04: There is no relationship between teacher performance appraisal practices and the implementation of human resource development in public primary schools. 1.7 Justification of the Study The study may contribute immensely to scholarly world in understanding the concept of school management practices and its relationship with implementation of the human resource development. Educationists in Kenya and the rest of the world may gain insight on the analysis of headteachers‘ management practices and therefore appoint them based on their competence. Human resource development implementation, as influenced by school management practices, was fully analysed through this study. Therefore, other researchers may benefit from the findings. Additionally, this study may improve on the existing research gap on policy implementation. The research adapted a triangulated methodology that is not very common with Kenyan researchers, this may elicit an in- 21 depth understanding of human development implementation in Kenya. The report may add to the existing literature on educational management and administration therefore helping to merge it with human resource development implementation. 1.8 Significance of the Study The headteachers and members of boards of managements may benefit from this study by improving their human resource management skills. The school managers may improve skills of handling human resource at schools from the recommendations offered. Managers of teacher training colleges and universities may benefit from this study in enriching their curriculum by adapting the study findings. This may help to improve management skills among school administrators. Teachers‘ Service Commission may benefit from this study in identifying the best criteria of recruiting and selecting the best school managers and may set standards for their own job evaluation. This may reduce the cost associated with dealing with indiscipline cases and consequently better the process of delivering services to both the community and the learners. The Ministry of Education may adopt various recommendations from this study to improve on policy formulation and implementation. This may enhance continuous teacher training and development. 1.9 Scope of the Study The study covered the analysis of relationship between school management practices and the implementation of the human resource development at public primary schools in Nyeri County. School management practices has been divided in four items, teacher‘s induction, teacher‘s professional development, teacher‘s motivation and teacher‘s performance appraisal. The researcher involved headteachers, teachers, BOM chairpersons and the SHRO in Nyeri County. It took one year to collect data, and two 22 years to analyze and present report in seminars. This was the period between the year 2015 and 2018. 1.10 Limitations of the Study i. This study was conducted in a Kenyan educational context. The findings cannot be generalized to other countries because of the diversity of each country‘s educational system. The study was undertaken to public primary school managers in Nyeri County in Kenya and therefore the findings might not apply to the private school managers. The researcher however dwelt on policy issues that govern both public and private schools. The study focused on the school management practices and implementation of human resource development since those other variables are out of scope of this study although they may influence the research findings. This is because there could be other unique dynamics which influence implementation of human resource development other than school management practices. To mitigate this challenge, the researcher recommended that further studies be undertaken on implementation of human resource development in primary schools, but with focus on other variables other than those under investigation. ii. Some of the respondents were unwilling to provide honest information for fear of victimization. In this case, the researcher explained to them that study aimed at complementing their efforts to improve human resource development among teachers and staff in primary schools. iii. The study areas had poor road network which hampered accessibility using motor vehicles. To mitigate this, the researcher used motorbikes to access the sampled primary schools in remote areas. 23 1.11 Delimitation of the Study i. The study was limited to public Primary Schools in Nyeri County, Kenya. The geographical diversity of the study area did not allow the research to be conducted in all the public primary schools in the county. ii. The number of sampled schools in the county therefore formed the basis for representation. The study also restricted itself to public primary school headteachers and chairpersons of BoMs from the sampled schools. iii. The sampling procedure ensured that the schools sampled had the characteristics of the whole population of public primary schools in Nyeri County. 1.12 Assumptions of the Study The study was carried out under the following assumptions: i. That there are myriad management practices which are adopted by public primary schools as strategies for implementing human resource development. ii. That teachers‘ induction, teachers‘ professional development, teacher motivation and teacher performance appraisal practices contribute to the implementation of human resource development in public primary schools. iii. That the respondents would be cooperative during the study and provided correct and valid information. iv. That the information the respondents provided would form useful feedback that would help the researcher give answers to the research questions. 24 1.13 Operational Definition of Key Terms Human Resource Development: refers to the process of taking of the interests and needs of teachers as a way of improving their ability to implement educational and curriculum aims. It entails teacher promotion, teacher discipline and career progression. Induction: All the support and guidance provided to novice teachers and school administrators in the early stages of their careers so that they can execute their responsibilities according to laid down procedures Motivation Practices: These are actions, rewards, compensation or compliments directed to a teacher in order to enhance productivity. Performance Appraisal: Teacher‘s quality assessment which includes reviews of qualifications, testing of teacher‘s knowledge, observations of practice, and measurements of what students gain in the learning process, for the possibility of recommending promotion. Professional development: formal and informal continuous teacher‘s training to enhance teaching skills and overall performance at school. Relationship: The relationship between the school management practices and the implementation of human resource development. School Management Practices: are a set of activities undetaken by primary schools to implement human resource development. These include teacher induction, professional development, motivation and performance appriasal pratices. Training: Deliberate and systematic learning experience designed to provide skills, knowledge and appropriate attitudes to a teacher for performance of the teaching job. https://en.wikipedia.org/wiki/Teacher https://en.wikipedia.org/wiki/Teacher 25 CHAPTER TWO LITERATURE REVIEW 2.0 Introduction This chapter presents the relevant and empirical literature on implementation of human resource development and school management practices. The school manager‘s practices has been broken down into four variables which include; school manager‘s induction ability, school manager‘s professional development ability, school manager‘s motivation ability, school manager‘s performance appraisal ability. Additionally, the two theories that guided this study appear in this chapter. The theories are school management practices theory and policy formulation and implementation theory. The conceptual framework has also been presented in this chapter. Finally, the research gap and the research recap appear towards the end of this chapter. 2.1 Empirical Literature Review An empirical literature review exposes research work that has been conducted by other scholars. In the empirical literature of this study, implementation of human resource development and school management practices literature have been reviewed. The literature provides an insight on school management practices and policy implementation at public primary schools in Kenya. 2.1.1 School Management Practices Deslandes (2014) stated that management practices is ability to coordinate all the institutional function, coordinate employees‘ efforts to achieve the institution goals and mission by efficient and effective use of available resources. Hence, management practices involve organizing, staffing, planning, controlling and leading an institution to achieve a set target or mission. Further, resourcing practices include manipulation and deployment of financial, human, natural, technical and academic discipline. 26 All over the world, headteachers exercise strong instructional mode of leadership in their institutions. According to Prabbal (2006) the management of schools and other educational institutions involves the process of identification, laying down procedures, objectives, rules and regulations and human capital manipulation that will contribute to goal achieving of that organization. Schools, like any other institution require effective managers to accomplish goals and set targets of the institution. Effective management in organizations has been largely identified as a key aspect that will bring difference between performers and non-performers. In numerous ways, the headteacher is the most influential and important individual in an institution. Leadership involves the achievement of task, as a requirement of an organization and the employees‘ satisfaction which is a key aspect of human resource development. Maicibi (2005) postulates that headteachers have the practices of effective use and utilization of financial and materials in the schools when they are properly trained and inducted in the process. According to Nginda (2003), school managers worldwide face management problems due to lack of skills. In addition, Burns (2005) indicates that headteachers in Spain must possess a certificate in management skills from ministry of education and a similar case in Easter Europe where headteachers should undergone leadership-training course. According to Anderson et al. (2010) leadership should be based on a common shared purpose or objective. It is imperative therefore for identification of those managers who are effective be done according to their practices and ability to makes social dynamics. He further postulates that the work of leaders and juniors be conceptually harmonized and the exercise of leadership is the use of power and conflict. Naidoo (2006) postulates that transformation of education sector in South Africa became a major take by the 27 government after South Africa attain independence in 1994. South Africa Government has prioritized school managers training through upgrading and standardization of academic qualifications, administrative improvement and support provision to enhance education in South Africa. A seminar held in South Africa December 2002 attended by African school principals emphasized on managerial skills enhancement. Further, the seminar revealed the importance of good resources allocation, forward planning and budgeting by school managers (Kagotho, 2007). Mutakyawa (1999) stated in his study that there is school management crisis emanating from poor accountability, poor management and lack of transparency in managing available resources. In Kenyan context, management of education involves discreet use of personnel, equipment and financial utilization that enhances quality education delivery. According to Republic of Kenya (2003), education is indicated as the most unaffordable and expensive service in Kenya. Further the report indicated that teachers training and especially school managers become the main factor to successful management. Okumbe (2001) stated that management should be concerned with school preparation, identifying sources of revenue, monitoring and budget expenditure of the school. Barnet (2000) stated that school managers need to be adequately trained, attend seminars, workshop to improve their knowledge skills in management in their school settings. According to Ole Kiyapi (2011), Children highly need efficient resources and quality services that are efficiently and effectively managed to achieve their desired goal. He further argues that managers in education sector should be in the forefront to promote effective leadership and efficient governing in public schools. However, managing finances among Kenya public schools revealed challenges among headteachers. According Swash (2008), the impoverished area and communities are characterized by 28 poor infrastructures of sanitation systems. Adams (2009) claims that school going children are affiliated by poor health emanating from lack of clean water and poor sanitation blocks. Disadvantaged children and female children tend to drop from school due to poor sanitation and hygiene, inadequate provision of funds to cater for these essentials in public primary schools. This has directly affected the Kenya UPE goal and millennium development goal to achieve gender equality and child mortality reduction. Kenyan public primary schools have faced influx of pupils due to introduction of FPE that have resulted to inadequate and poor sanitations systems to cater for the increasing rate of pupils in schools. Gallo (2004) elucidated this point when he said that health and school hygiene have been supported greatly by NGOs through financial assistance. Hence, the fund provision by FPE project is inadequate to cater for the schools‘ hygiene in Kenya. Additionally, Gallo (2004) added that the ministry of education has been advised to disburse more funds to cater for school hygiene but this fund has remained unreliable. Murphy et al. (2007) revealed that school management capability is practices that is purposely defined. School leaders in Kenya public schools set their goals and concentrate on the realization of set goals. Zepeda (2007) stated that leadership components are characterized by vision development mainly because vision represents ideas and beliefs the school management embraces about teaching, learning and relationship. Marzano et al. (2005) stated that the leaders who want to be effective must keep on tracking school‘s goals, mission and vision of a school. Goldring et al. (2006) identified that school heads have the role in maintaining and establishing positive school culture 29 that results to learning process improvement. School heads in Kenya public primary schools are critical people in schools and institutions. They are expected to provide skills, energies and knowledge required for school prosperity. Similarly, Bush and Middlewood (2004) indicated that although we are in an era encompassed by technology, the difference for success and unsuccessful institutions is commitment and quality of people working there. Education personnel are quite critical to realize and develop children potential and the youth. According to Matthew and Barbara (2007), the responsibilities for school headteachers and overall school management has now gradually increased. This is mainly because school management has an aim of improving student learning status and the teaching mode. In global perspective, countries such as U.S. A. have implemented the act, No Child Left Behind (NCLB) in 2001.Due to introduction of NCLB, school managers have shown great concern of teaching mode and student learning process thus building accountability on their respective schools. Chen and Edgington (2005) indicate that school leaders as a result of NCLB have shown great focus on school improvement in learning and teaching. Consequently, school managers are now finding themselves with increasing responsibilities of ensuring teachers and students‘ success is achieved, thus imposing great concern on school leaders‘ management practices. Management practices can be viewed in terms of local, national and state standards. Therefore, management capacities are taken as responsibilities and roles for educational leaders. Becerra and Stevenson (2001) summarized modern school management practices of being affected by a challenge that there is need to raise achievement and test levels and scores in many states worldwide. They recommend the use of principals and educational managers that concentrate on learning activities and generation of knowledge through 30 examination of current processes and systems within school environment. This would involve activities such as management and leadership skills. According to Yuki (2006), school managers use much time in the communication processes. School heads that are used to communication and use adept form of communication were more effective and efficient compared to those struggling in communication processes. On the other hand, school managers should acquire coaches to improve their managerial skills and knowledge. Sanchez (2001) posits that knowledge is as critical as the ancient factors, labor, land and capital are to production. Acquiring modern knowledge has been viewed as critical process that enables organization to remain competitive in the knowledge economy. Managers with knowledge practices and relevant skills lead their organizations to competitive advantages. According to Wenger and Snyder (2000), effective managers pull together the right people, provision of effective infrastructure that community thrive on and finally measures values of the community in nontraditional means. However, it is not an easy task to achieve success though a worthwhile task. Leaders should invest money and time in acquiring knowledge and managerial skills to enable communities reach to their potentials. According to the statement by SAELP (2001), the job of school management involves teachers‘ leaders, school heads and members of the school boards. However, it emerged that neither have there been developed professional programs nor formal based preparation for school managers to refer to. For instance, in higher learning institutions the organizations have adequately prepared the managerial people in order to meet priority demand required by 21st century (SAELP 2001). The knowledge given to them involves the school leadership and management, regulations and policies implementations in schools. The need to improve managerial 31 frameworks among many schools is being scrutinized globally to meet 21st century demands. For almost twenty years educational leaders have made efforts to enhance programs that improve administrators of schools but have yielded little results (Farkas et al 2001). It is quite clear that the existing managerial programs in most schools are in need of improvement to meet current standards of 21stcentury. McCabe (2002) observed that failure of robust working relationship between district educational administrators and school heads have resulted to poor performances of schools. The need of school managers‘ preparation is not the matter of concern rather than approaches needed to improve this subject of matter. McCabe (2002) states that schools have been affiliated by disconnection between in service, pre-service training, the modern realities in education field and practices of school managers as instructional leaders. School heads should be aware of academic contents and especially in pedagogical technique. This can be in terms of the way they collect data, analyze and utilize for excellence purposes. Training manual for teachers‘ proficiency (2007) revealed that school heads are responsible for skills improvement and development among school-based teachers. Additionally, school heads are also expected to improve and maintain teachers and pupils‘ welfare and moreover provide counseling and guidance among teachers on practice. Therefore, it is school head‘s role to mentor and motivate new teachers in their respective schools. According to Owojor and Asauri (2010), headteachers are responsible in inducting new teachers and also allocating duties and tasks to them. Although the task of job allocation by school heads in Kenya public schools can be delegated to head of department, who assign duties and tasks to the accountable staff, school heads should be in the forefront for human resource development (HRD). Harrison 32 and Kessels (2004) stated that HRD enables employees and staff acquire the necessary competencies, knowledge, skills and experience desired for institution success. Swanson (2009) defines HRD as an activity of unleashing expertise and skill development for the objective of upgrading system in an organization, individual, team performance and work process. For ideal education systems school management must focus on staff development to improve the desired goal of education. Chemisto (2007) stated that school management lacks staff training initiation among public school in Kenya. The study revealed that headteachers found themselves in difficult situation to establish the staff that will attend for training without being biased and tribal. Another challenge is that the training and seminars among the selected teachers and heads of departments does not adequately equip them with curriculum changes and new roles of administration. According to Oyetunji (2006) the parents are not involved in school management. The research indicated that school heads are core personnel to create and enhance parents‘ involvement in school management among public primary schools. Furthermore, the study established that the type of school heads in leadership position contributes largely for parents not having interests about school affairs. In their study, Lydia and Nasongo (2009) revealed that schools that involve pupils, parents and teachers in school management have revealed positive results academically. Similarly, Awuah-Baffour (2011) stated that instructional supervisory concentrates on teachers monitoring on instructed duties to be carried out, teaching resources provision to the school teachers, lessons observation when teaching is progressing, provision of support and assistance to teachers that enables them work effectively. Ayeni (2012) identified that instructional supervision by school heads involves monitoring of teaching and ensuring that teachers have teaching notes which adequately 33 prepared. However, according to Sibanda, Mutopa and Maphosa (2011), this mode of supervision has problems that include delay of reports of teachers‘ observation, failure of lesson discussion between teachers and school heads, laxity among teachers on record keeping and preparation, unstructured and untimed school notes and schemes which are incomprehensive. Bell (2007) revealed that instructional leadership provides a base of school academic establishment, provision of required resources in learning and teaching and keep track of policies designed to promote learning in schools. Onyango (2001) stated that school facilities and learning skills should be regularly inspected and managed to prevent possible hazards. For good governance and smooth running of Kenya public primary schools, there is high need for school managers to have relevant skills to manage those institutions. School managers should work on behalf of central government either in financial management and human resource management to achieve the core aim of education in Kenya. According to UNESCO (2006), the essence of professional development and training among the school management is to enable them adapt to the frequently changing environments which range from political, cultural and economic perspective. Through this training, the school managers are able to adapt the rapid changes of education environments through degrees of knowledge, attitudes and skills acquired from these training. It was reported that the professional development and skills enable headteachers to achieve requisite attitude and knowledge. Lack of school managers training has led to inadequate range of alternatives among school managers, which can result to non-conformity to policies in Kenyan primary public schools. Norman (2010) indicates that school heads are highly expected to intervene on the regularly conflicting parents, teachers, unions, education officials, state 34 agencies and pupils‘ interest and they are expected to be sensitive in increasing range of stake holders and learners. Although this task of intervening role seems to be overloading, this management role must rise to recognition of conflicting parties. UNESCO-IICBA (2006) revealed that school headteachers and principals are and should be the first to create enabling environment for learning in their respective schools. The report also established that school heads and principal should be armed with managing skills and ability to effectively deploy resources in the schools, ensure smooth curriculum development, school facilities maintenance and cleanliness, organize and manage staff duties effectively and involvement of promotion of staff in school management decision making. Harris (2005) stated that quality of institutions in any given nation is influenced by how it processes work internally to eventually enhance its performance. The processes require all those concerned to become aware of leadership as a behavior to practice in order to give leadership the effect that fits it. Kenya has not been left aside in the journey of trying to attain its objectives and goals to align with vision 2030 and education for all (World Competitiveness Report, 2009). The way school managers got developed, recruited and retained were said to improve aspects such as school effectiveness, improvement, teachers‘ satisfaction, teacher leadership, distributive leadership, organizational development and learning. A well-supported and skilled leadership in institutions can assists to increase ownership sense and mission in a way that educators can appreciate their work. According to Hoy and Hoy (2003), school managers must show a clear vision of excellence on instructions and progressive development in line with all the aims of the enhancement in the learning and teaching process. In simpler terms, the instruction 35 management is referred in terms of principal behaviors that make a school to teach every pupil to maximum student achievement. Studies have shown positive relationship between school management and environment; the two aspects are associated to institutional effectiveness. A research by Piltch and Fredericks (2005) shows that effective principals of schools utilize skills of the cultural, political and cultural dynamics of institution and communicate to enhance positive learning setting. For creation of a safe and positive environment, the effective school managers engage the institution‘s community that includes staff, students‘ community members and office personnel. According to Marzano et al. (2005), the creation of professional relationship between staff and school managers is a beneficial managerial role. In addition, creating a trust climate is necessary in enhancing organization change (Kouzes and Posner, 2002; Tschannen, 2004). Harris and Lowery (2002) found out that, 123 teachers enrolled in the sampled schools that he conducted his study, indicated that school principal‘s behavior as being the most important in creating a positive institution climate, students‘ respect, communication with students as well to assisting of learners. Other than promoting corrective leadership, headteachers should work as staff development mentors, conducting group review of instructions and enhancing team decision making. Rechard (2008) stated that effective school managers are better at communicating with staff and learners so as to create a robust relationship since they are worth their response and notions they obtain. Building continuous development strategies in school communities are another role of instructional school leader. School managers always enhance the chances for learning and they hold conversations with teachers concerning student learning, making necessary 36 changes to enhance learners‘ achievement. School headteachers as a manager have to continuously work with demands from others, both internally and externally. The headteachers roles include to enhance the effectiveness of the institution, enhance the learning and teaching climate, improve teacher‘s professionalism, motivate and create awareness of the tasks to be conducted in the institution. Teachers proficiency training manual (2007), opined that school managers have a role of developing teachers and skills upgrading in schools. Further, headteachers are responsible in promotion of the welfare of every single teacher and student in the school and counseling trainee teachers throughout their teaching practice. Further, Owojori (2010) stated that another function of school headteachers is to induct new teachers and assign them duties accordingly. However, Bosire (2003) stated that recruitment of the new staff has been affiliated by irregularities complaints during recruitment. Sang (2005) indicated that headteachers faces difficulties in school management that emanate from BOG. Headteachers categorically state that there is poor relationship between school heads and members of BOG during new teachers‘ recruitment. This poses existing conflicts of opinions between the school heads and BOG members during recruitment. Further, school headteachers complaints that some BOG members dominate decision-making process and are reluctant to implement school principals‘ ideas. Nevertheless, BOG members are illiterate and they slower down decision making required by the school. 2.1.2 Implementation of Human Resource Development in Schools Human resource development practices are a set of activities conducted in a school setup to put in place; induction, professional development, motivation and appraisal of teachers to enhance teachers working environment. Heneman et.al (2005) define human resource 37 as a group of individuals giving rise to workforce in an economy, business sector or an organization. Additionally, human capital is also used to refer human resource but contains a narrow meaning. Human capital is the knowledge an individual can contribute to an organization. In schools, there are various human resource that include school managers, teaching staff and non-teaching staff who facilitate school goals, mission and vision. Teachers are human resource in a school setting that enables pupils to acquire skills, competencies and knowledge. Therefore, teachers contribute to the realization of education targets and goals. Teachers occupy a core role in education and as such should acquire quality training and education to carry out their duties and responsibilities effectively. Quality education forms the hallmarks of country‘s economy characterized by expansion, growth and job creation. Teachers are core personnel in provision of education in schools and depend on their quality training making them reckonable force. Moreover, teachers are public human resource globally. There is a dire need for Government to create and empower training institutions for teachers with an aim of improving the quality of training. Currently, it is evident that measures of education can be implemented, conceived and planned in totality and wholesomely. According to Brunet (2004), teachers should have self confidence in various unique complex situations that will build trust in their colleagues, customers and stakeholders. Scardamalia and Bereiter (2004) stated that teachers needed to be open and acquire research-based knowledge in order to assess local based evidence. 38 Additionally, teachers‘ education is very vital aspect in a nation whereby trained teachers are usually considered as mentors of the community. Kafu (2003) is of the view that teachers training programmes are ostensibly developed, structured and administered to produce school teachers for a well-established and effective education systems. Loughran (2006) states that in -service and pre-service education of teachers are preparations for teaching student teachers to acquire knowledge of teaching and how to apply skills acquired practically. Otunga and Namunga (2012) stated that Kenyan vision 2030 have greatly recognized education as pillar to economic growth that will transform Kenya to middle income country and an industrial nation. For better education in Kenya teachers are the key personnel. Their services are indispensable towards the achievement of vision 2030. Teachers‘ education varies in different levels ranging from ECDE to tertiary levels. The level of teachers varies with the certificate acquired, the subject knowledge and teaching subjects. According to Otunga et al (2011), in Kenya, teachers‘ education is grouped into four levels mainly; early childhood education (ECDE), primary education teachers, Diploma teachers and the undergraduate teachers. ECDE is practiced by different agencies in different ways. There are districts and national levels of training and development systems. The mostly common training is certificate and diploma in ECDE sector. All these levels are offered in district centers for early childhood education, Montessori and kindergarten administration relationship. During completion of the training the graduate of ECDE education is awarded a certificate K.N.E.C (2007). For public primary teachers in Kenya there are 19 training colleges which are public colleges and 68 privately owned to train teachers. 39 The teachers are also referred to as P1 teachers whereby in July 2010, 7827 teachers were enrolled involving 3932 females as an indication of gender disparity (Internet, 21 July 2010). The primary teacher undergoes a course of pre service leading to the award of the primary teacher education certificate. For one to be admitted for primary education the requirements of C must be met in K.C.S.E or an equivalent attainment of D (plain) in the Mathematic and C- in English. Diploma teachers‘ education involves three years training course whereby the minimum entry of a candidate in colleges is C+ with equivalent of C+ in subjects he or she wants to specialize with. Otunga et al, (2011), stated that during the training period, candidates acquire the profession training that include physical education, entrepreneurship, practices of general workshop, ICT, communication skills among others. In Kenya there are two colleges offering diploma education for teachers namely, Kagumo Teachers Training College which mainly trains science subjects and Kibabii Teachers Training College which trains humanities. For special education, the Kenya Institute of Special Education produces trained teachers for special education. The Kenya Technical Training College trains teachers for technical institutes across the country. Kenya has recognized the essence of technical education in order to achieve the great vision of the year 2030. Through this vision, the Kenyan government has spent 25 million for construction of technical training institutes with an aim of having one technical training institute in every region (Nganga, 2010). Bachelors‘ of Education teachers are trained in universities. 2.1.3 Human Resource Development Implementation in Schools According to Armstrong (2001), human resource development policies are necessary guidelines in an insti