Challenges faced by secondary school head teachers in Leadership and management of human resources in Nzaui District-Makueni county, Kenya
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: Thepurposeof this study is to investigate the challenges that are faced by headteachers in \nmanagingthe human resource in their schools and the impact the challenges have on \nteachingand learning in the schools. The objectives of the study were to find out the \nissuesthat face the headteachers in recruitment, induction, development and motivating \nteachersin their schools, to investigate the challenges headteachers face in managing the \nsupportstaff in their schools, to examine the how the challenges headteachers face in \nhumanresource management affects learning and teaching in their schools, and to \ndeterminethe coping strategies that headteachers employ in dealing with the challenges \ntheyfacein managing human resource. The research design for this study was descriptive \nsurvey.The target population for the study was all the forty five headteachers in Nzaui \nDistrictwhile the '&~lJipling design used was purposive and all the head teachers \nparticipatedin the study. The instrument for collecting data for the study was a \nquestionnairewith both open and closed items. The data collected was analysed by use of \ndescriptivestatistics. Frequency, percentage tables and graphs were used to present the \ndata.The data collected was analyzed using Statistical Package for Social Sciences \n(SPSS) programme. The following were the findings of the study; that 57.8% of the \nheadteachershad recruited TSC teachers through the BOG in school. Headteachers \n(55.6%) said there was no conflict of views between the principal and the BOG during \nrecruitment.Headteachers (93.3%) said that in their school, induction took place for \nbeginningteachers and the main problem was lack of time due to work overload. The \nchallengeaffecting in-servicing and developing teachers, were resistance to change, \nlackedcommitment towards learning and training. Teachers and support staff had similar \nfinancialreward that lead to an average level of motivation. The coping strategies \nemployedby headteachers were holding weekly briefs, open forums and dialogue, \nencouragingteam work and self drive for teachers in order to achieve targets, availing \ncopiesof the teachers code of regulation to the teachers for discipline purpose and \nofferingremedial teaching outside school hours to cover syllabus and establishing a PTA \nkittyto motivate the staff. The following are the recommendations of the study. The \nrecruitmentof both TSC and BOG teachers was carried out in school through BOG. \nThereis need to educate the BOG on the recruitment policies from TSC. There is need for \ncreationoftime by reducing the work load of HOD, deputy principal and the principal for· \neffectiveinduction process for beginning teachers. Teachers should not be resistance to \nchangeduring the in-service and development of teachers. The headteacher should use \nalternativemethods to motivate their staff when funds are inadequate. Support staff \nshouldnot discuss teachers with students to avoid jeopardizing the role of teachers in \ndiscipliningthem. The headteacher should avoid nepotism, employ skilled personnel and \ndiscouragesexual relations between students and non teaching staff. The Ministry of \nEducationthrough TSC should offer teachers better salaries. The coping mechanisms put. \ninplaceby headteachers are weekly briefs, open forums, dialogue self drive to encourage \nteachers.
Author: Seraphine Nthenya Mutuva
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1593297161