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The main aim of the article was to study the secondary school principals' management skills and how they affect team work in Kenya. Most of the principals in secondary schools in Kenya lack the proper management that they require to create effective teams among the staff members and students. The purpose of the study was to build a simple theoretical framework where efficiency of the management skills in education was studied to discover their effect on improving teamwork and the teachers' productivity in the school. Most of the principals in secondary schools in Kenya lack the prerequisite management skills that they require so that they can be able to supervise and translate the educational policies and objectives into school programs. The management skills include delegation of duties to other teachers with the rightful talents and abilities. There should be set proper mechanism that encourages open dialogue among the staff members and students. The staff members and students should be motivated to perform to their highest potential. The teachers should be involved in early timely planning of the school programs. All the teachers and students should be treated fairly and impartially regardless of their gender, religion or ethnic background. The study was guided by Bass transformational leadership theory which states that leaders acquire the leadership skills through learning. The study used a qualitative analysis with a non-interactive research design. The study critically analyzed the literature with an outlook of identifying the key management skills that principals and teachers should use to encourage functioning teams in their schools. Team work encourages learning Kahuthia Wanjiku Zaveria, Ruth W Thinguri CRITICAL ANALYSIS OF THE RELATIONSHIP BETWEEN PRINCIPALS' MANAGEMENT SKILLS AND TEAM WORK IN PUBLIC SECONDARY SCHOOLS IN KENYA European Journal of Education Studies-Volume 3 │ Issue 1 │ 2017 153 that occurs through dialogue, motivation, delegation of duties, timely planning and impartiality. When the principals have the proper management skills, they are able to organize the teachers and the students to work as a team. This prompts effective implementation of the school programs which leads to improved performance in the set targets. If the management skills are effectively utilized, there may be a clear performance management system and cooperative environment in the school. This may promote the efficiency of the teachers in enhancing schools' productivity as well as improving its overall performance. The study established the following key recommendations to the government, principals and teachers. The government to ensure that there is a comprehensive policy to equip principals with the proper management skills before being appointed to the leadership posts. It also recommends that principals and teachers should promote teamwork in their schools. This is through delegating duties to the staff members with different talents, allow open dialogue and encourage positive feedback from teachers and students, motivate teachers and students through recognition and physical rewarding and exercise impartiality to all regardless of their age, gender, religion or ethnic background.
Journal of Education and Practice
Principals’ Teacher Management Strategies and Learners’ Academic Achievement in Public Secondary Schools in Kilifi Sub-County, KenyaPurpose: Effective management of teachers in a school system plays an important role in facilitating students’ academic achievement as they prepare for life opportunities. This study investigated the influence of the principals’ teacher management strategies on students’ academic achievement in Kilifi Sub-County, Kenya. The specific objectives of the research were: to assess whether principals’ provision of incentives to teachers has effects on students’ academic performance; to find out the extent to which principals’ promotion of teachers’ team work influences students’ academic performance in public secondary schools in Kilifi Sub-County. Methodology: The study was guided by the Total Quality Management theory. A descriptive survey research design was adopted for the study. The study targeted secondary school principals, teachers, and students, Quality Assurance and Standards Officer and Teachers Service Commission County Director. Purposive sampling was used to select 10 public ...
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The principal’s main role is to promote academic performance. This role can only be executed with the required administrative strategies hence the need for principals to have sound administrative strategies that ensure a good leadership model. The purpose of the study was to investigate principals’ administrative strategies and influence student performance in Mount Elgon Sub County Secondary schools. The study was guided by the Max Weber theory on division of labour. The study population comprised of 72 principals and 1,280 teachers serving 72 secondary schools within the Sub County. The data was collected through questionnaire administered to teachers and principals. The study found out that performance of public secondary schools in the sub county had been below average for the past five years (2014-2018). Further, the study discovered that the application of various administrative strategies influenced performance of schools. Institutions that used participative strategies perfo...
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2017 •
The leadership style practiced by a principal is one fundamental factor that determines the success of any school. A principal with appropriate leadership competencies can positively impact on the way teachers undertake their duties which in turn will determine the students’ performance. This study examined the predominant leadership style practiced by principals in public secondary schools in Siaya, Kisumu and Kjiado counties. The study adopted a descriptive survey paradigm. The study was guided by the Full Range Leadership Theory. The target population comprised of 397 principals, 379 deputy principals, 1010 heads of departments, and 2208 teachers in public secondary schools in Siaya, Kisumu and Kajiado counties, Kenya who had served for more than two years in the same school. Stratified and simple random sampling was used to sample 40 secondary school principals, 38 deputy principals, 101 heads of departments and 221 teachers giving a total of 400 respondents. The data for this s...
This study sought to examine the effect of principals' leadership styles on students' academic performances in Kenya Certificate of Secondary Education (KCSE) Examinations in public secondary schools in Homa-bay County, Kenya. The study was premised on a combination of modified Bossert's framework and Pitner's moderated theoretical frameworks which contend that principal's role is influenced by intertwined factors including external antecedent variables and prevailing external environmental conditions. The study had two fold objectives, namely i) assess teachers perceptions regarding their principals leadership styles ii) analyze the relationship between principals leadership styles and students' academic performance. The study adopted an ex-post facto research design. From an accessible 39 secondary schools, 36 were randomly selected to provide 36 principals and 216 teachers yielding an overall sample size of 252 respondents. Questionnaires were piloted to determine their validity and reliability before being used to collect quantitative data from sampled subjects. The study established that principals in the study locale used leadership styles that were not conducive to teacher-student interactive learner-centered learning that enhanced students' academic performance. A test of hypothesis using the chi-square test of association (X 2 =15.67, df =5) at ∝ =.05level of statistical significance further established that there was a significant relationship between the leadership styles applied by principals as perceived by teachers and students' academic performance. The schools that embraced more democratic and participatory leadership styles that encouraged group work and team spirit performed significantly better than those that used more autocratic leadership styles that were largely dictatorial. Several recommendations were made key among them being that the Ministry of Education through the Kenya Education Staff Institute (KEMI) should intensify in-service training for school principals on use of learner-centered leadership styles geared towards enhancing students' academic performance not only in the study locale of Homa-Bay County but other counties with similar management challenges[302 words].
The teachers of a school and the administrators have the sole responsibility to make sure that all is well within the school environment. The school, been an institution of learning and making future leaders should be favourable and conducive for the learning to take place. Children have a right to be attended to and given their share of the cake. The teachers who are also human beings need to have a good working relationship so that they can meet the objectives set. Sometimes, the teachers' morale is on the ground, or there are other things that are disturbing their concentration. At this time, one needs a shoulder to lean on, a person who can listen patiently and someone who can step in for him/her in that class where one was supposed to be and the children are jumping up and down like small monkeys. The model of team stages theory by Bruce Tuckman, (1965) which is also known as the origin for successful teambuilding, gave the researcher the insight that it's one thing to create a team and another to create teamwork. To have a performing team is not a one day process and it takes real hearts to accomplish the task. Teething problems are many but Bruce Tuckman says that with time most of the problems resolve themselves. The key areas discussed included effective communication, effective administration and importance of teambuilding. These aspects are the foundation of a lasting and effective teamwork. The research design-Qualitative methodology was used to critique the effectiveness of a teamwork management in a working relationship in Kenyan primary schools.
Developing Country Studies
Primary School Management: Focus on Constraints Faced by Headteachers in Managing Primary Schools in Chogoria Division, Meru County, Kenya2014 •
Global Journal of Educational Research
Relationship between head teachers’ leadership competencies and effective school management in public primary schools in Narok county, KenyaIn Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered...
The objective of this study was to establish the relationship between principals’ leadership style and academic performance of Secondary schools in Busia County. This was based on the critical role played by leadership in the management of schools. The foundation theories upon which the concepts of this research were anchored include contingency theory, upper echelons theory and the path goal. Using a descriptive research design, data was collected from 60 teachers using questionnaires. It was analyzed descriptively using frequencies and percentages and inferentially using Pearson’s moment correlation coefficient. The study found a positive relationship between principal leadership styles and teacher productivity and no direct relationship between leadership styles and academic performance but rather a partial relationship value. The study recommends that school principal’s should be vetted so as to ensure only those who are effective are selected to head schools so as to accrue benefits to the education sector and the community in their jurisdiction.
Within the complex operation of schools in the 21 st century, the principal plays a very vital role in bringing about school improvement and effectiveness. Increased interest leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling (Hallinger & Snidvongs, 2008). Consequently, there is need therefore, to ensure that the principal plays this role effectively through providing them with knowledge, skills and attributes to enable them run schools effectively and efficiently. This can be achieved mainly if such principals are specifically prepared for school leadership before appointment and then developed continuously to enhance their performance of duties as school leaders after appointment. Preparation and development of principals will provide a framework within which they will operate to achieve not only the school but also the national objectives of education. In this chapter, I will discuss findings on the experiences of public secondary schools principals in Kenya on how they are prepared and developed for school leadership and factors which facilitate and hinder their preparation and development. The findings from this qualitative study that employed interviews and document analysis indicate that despite lack of specific preparation and development of principals, there are other ways in which principals are prepared and developed for school leadership. These include in-service courses, principals' conferences and personal initiatives. While former principals support, availability of in-service courses and finances facilitate preparation and development, irregularity of in service courses and lack of money hinders the same. It is recommended that the government should make preparation and development of principals formal and support other agencies whether private or non governmental in provision of services in preparation and development of principals.
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