Factors influencing tutors' perceptions towards performance contracting in public teacher training colleges in Western and Rift Valley provinces of Kenya

Abstract

The thrust for this research was an attempt to investigate factors influencing perceptions of tutors towards the performance contracting policy at the teacher training colleges in western and rift valley provinces. The objectives of the study were to establish whether performance contracting is on course at the teacher training colleges, whether individual factors, organizational factors and external factors influenced tutors' perceptions towards performance contracting and challenges facing implementation of performance contracting at the teacher training institutions. The study applied a survey design and the sampling frame comprised Principals, Heads of Departments and Tutors from public teacher training colleges in western and rift valley provinces.

The sample for the study was obtained by use of the census technique where a selection was done to include 7 principals out of the 8 public teacher training colleges in both western and rift valley provinces and Heads of Departments. This gave a sample size of 56 Heads of Departments. Simple random sampling was done to select tutors by use of the ballot method so as to avoid bias. Piloting was done in one college to ascertain instrument reliability by use of the test re-test reliability method and the instruments were validated by use of piloting and field experts. Data collection was done by use of questionnaires and interviews and data analysis employed the use of descriptive statistics.

Findings revealed that performance contracting is on course at the teacher training and had been signed at the start of the financial year in June/July as stipulated by the ministry of education. Individual factors like gender and qualification did not influence perceptions as the study further found out but age and experience seemed to have an influence on how teachers perceived the policy. Organizational factors like insufficient resources, insufficient information about the policy and organizational structure influenced the way tutors perceived the policy as the study found out.

The study also found out that challenges facing implementation of performance contracts included resources not being well allocated, information on the policy is skewed and proper management structures are not in place at the institutions to carry out the process. In view of the findings established by the study a number of recommendations are made to contribute towards the successful implementation of the policy. First the performance contracting policy implementers should carry out sufficient training and sensitization on all stakeholders involved.

Enough' resources need to be allocated by the government through the ministry of education to help, implement the policy. Principals of the institutions should carry out training workshops both internally and externally to help disseminate information about the performance contracting policy and address attitude issues emerging from the policy. The Teachers Service Commission should also look into the welfare issues of the teachers so as to motivate them. Tutors should participate in the implementation efforts since they too are stakeholders in the performance contracting process whose success is largely pegged on team spirit.