Influence of Headteachers’ Administrative Practices’ on Teachers’ Job Performance in Public Junior Schools in Mwala Sub County, Kenya

Abstract

This study aimed to determine the impact of head teachers' administrative methods on the job performance of junior secondary teachers in public primary schools within Mwala sub-county, Machakos. Four objectives were established to direct the study: To evaluate the impact of head teachers' provision of teaching and learning resources on teachers' job performance, to ascertain the effect of head teachers' regular classroom visitation on teachers' job performance, to assess the influence of head teachers' facilitation of teachers' professional development on teachers' job performance, and finally to analyze the effect of head teachers' provision of a conducive working environment on teachers' job performance. The research was founded on McGregor's XY theory. The study focused on a total population of 103 head teachers and 299 junior secondary teachers. A sample of 103 public primary schools was chosen using basic random selection. The study findings regarding the provision of teaching and learning materials indicated that such materials were insufficient in schools. The study indicated that students were more open to informed teachers regarding the impact of facilitation on professional growth. This indicates that the professional development of educators positively influences students' comprehension of the material. This aligns with a study by Darling-Hammond, L., et al. (2023), which indicated that teacher professional development markedly improves job performance by enhancing instructional methods and student learning results. The study indicated that in-service programs and benchmarking with other schools were essential for enhancing teachers' knowledge and skills, hence improving their daily interactions with pupils. This aligns with a study conducted by Joshua et al. (2017). The study indicated that classroom visits are essential for head teachers' supervisory techniques in several respects. The study demonstrated that head teachers in junior schools who conducted regular classroom visits saw reduced absenteeism among both instructors and students. The majority of respondents concurred that classroom visits by head teachers are not punitive measures but rather facilitate the enhancement of the learning process. The study aimed to comprehend the impact of the environment on the JS teachers. It considered numerous environments, including social and physical aspects. The findings indicated a deficient link between JS teachers and lower grade teachers. The conformability of the JS teachers was minimal, given that most schools employ only three JS teachers. Antagonistic behavior between the two tiers of instructors resulted in a negative attitude among the JS teachers, who provided justifications for their tardiness and strained relationships in the staff room. The study indicated that institutions with regular class visits had professors who maintained current professional documents, which are essential for effective content delivery. The government, via the Ministry of Education, should engage junior secondary teachers as stakeholders in budget allocations and planning to ensure institutions receive adequate funds for teaching and learning resources. Schools ought to conduct team-building events to foster positive relationships among participants. This will mitigate the adverse relationship observed between junior secondary teachers and other elementary school educators. School infrastructure must be improved, and the integration of new and developing learning technologies, such as e-learning, should be expanded in public schools where it is now limited. Certain schools possess inadequate infrastructure, including substandard classroom furniture, playgrounds, laboratory equipment, classrooms, and restrooms, among others. The government should endeavor to digitize educational materials and make them accessible to educational institutions. This is due to the fact that most schools have not yet adopted technology in their teaching and learning, while being in a rapidly evolving technological period..