TEACHERS’ CONTRIBUTION TO PROGRAMMED ADMINISTRATIVE DECISIONMAKING IN RELATION TO STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS IN MAKINDU SUB-COUNTY, MAKUENI COUNTY, KENYA.
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Date
2022-07
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study focuses on teachers’ contribution to Programmed administrative decisions in relation to students’ academic performance in day secondary schools in Makindu Sub-county, Makueni County, Kenya. The study was guided by the following research questions: What is the relationship between the areas teachers’ contribute to in programmed administrative decision–making and students’ academic performance in day secondary schools in Makindu sub-county, Makueni County, Kenya? How does the methods used by principals to enhance teachers’ contribution to programmed administrative decision making relate to students’ academic performance in public day secondary schools in Makindu sub-County? Which challenges do principals face when dealing with programmed administrative school decision making in day secondary schools in Makindu subcounty? What measures can be put in place to improve the way principals deal with programmed administrative school decision making in day secondary schools in Makindu sub-county? The study was anchored on shared decision making theory, specifically Bridges model. The study adopted mixed methods design, specifically convergent parallel mixed method design, qualitatively; phenomenology design and quantitatively: correlational and cross-sectional survey design. The target population comprised of 16 public day secondary schools 16 Principals and 168 teachers. A sample of 8 schools, 8 principals and 58 teachers were used in this study. Sampled schools were stratified; simple random sampling with proportional allocation was used to select the teachers and purposive sampling was used to sample principals’ participants. A sample of 8 schools, 8 principals and 58 teachers were used in this study. Probability (stratified) and non-probability (purposive) sampling procedures were used in the study. Data collection instruments were questionnaires and interview guides. Cronbach Alpha technique was used to determine the reliability of research instruments. Quantitative data was analyzed using descriptive statistics which involved generating frequencies, percentages, bar graphs, mean and standard deviation. Independent t-test was used to compare means, chi-square and correlation analysis were used to determine the relationships between variables. Qualitative data was analyzed using content analysis and was in form of; narratives and direct quotes .The entire research process remained confidential and anonymous. The finding revealed that, teacher contributions in the four programmed administrative decision making areas was moderately practised and had a small insignificant relationship between teacher contributions and students’ performance in kcse (chi-square value =1.778, p = 0.6320). The dominant common decision-making area that teachers were involved to contribute in was student‘s affair and school discipline (M = 3.855, S.D = 0.901, p = 0.006) and the least was school finance and income generating activities (M = 2.105, S.D = 0.743, p = - 0.006). Principals’ methods of enhancing teachers’ contribution had a small insignificant relationship with students’ performance in kcse (r = 0.293, p = 0.482). The study recommended that: TSC and MOE should facilitate virtual in-service training aimed at developing and equipping both teachers and principals with knowledge and skills on shared decision making.
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PROGRAMMED ADMINISTRATIVE DECISION MAKING IN RELATION TO STUDENTS’, PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS