Challenges faced by principals in implementing strategy in public secondary schools in Nairobi province, Kenya.

Abstract

In the secondary school context, structure strategic implementation is the way in which a secondary school configures the organizational arrangements that allow it to pursue its strategy most effectively. Problems with implementation of strategy have resulted in failed strategies. Even best strategies can fail if implementation is not managed carefully. Strategy implementation is complex and is accompanied with a lot of challenges that public secondary schools need tame to ensure successful execution of their strategies. This study focuses on strategy implementation by principals of public secondary schools in Nairobi province of Kenya and further seeks to clearly bring out the challenges faced by principals as they set out to implement their documented strategies. The source of data for this study was principals of all the forty six public secondary schools located in the Nairobi province of Kenya today. There are the equivalent of Chief Executives of other organizations and are charged with the management responsibility of strategy implementation. The main findings of this study are that the principals of public secondary schools in Nairobi province of Kenya have successfully used various methods in implementing their strategies. These include the use of performance targets, training of staff, management of culture change, providing adequate financial resources and upgrading of management skills. However, implementation was not smooth as several challenges were reportedly experienced in attempting to execute strategic plans. Sources of the challenges encountered include lack of financial resources, inadequate communication of strategy to staff, wrong school structure, poor leadership, advocates and supporters of strategic decisions leaving the school during implementation and inadequate information and communications systems. The study is not an end in its own, but should be evaluated in view of the limitations that were experienced. It should not only be useful to all public secondary schools in Nairobi province of Kenya but also other public secondary schools in other provinces of the country that intend to improve their strategic performance. Those intending to conduct research in strategy implementation and policy makers will also find the findings of this study helpful.