Head teachers’ socio-demographic factors influencing job performance in public primary schools in Suba south sub-county, Homabay County, Kenya.

Abstract

Attainment of organizational goals is a reflection of efficient performance of human resource. Administrators, including head teachers are expected to achieve organizational goals through efficient job performance. However, in Suba South Sub County, statistics has indicated that there have been cases of mixed results in job performance in terms of the state of physical infrastructure, financial management and curriculum supervision. For instance, the 2019 Quality Assurance and Standards report revealed that 59% of the schools had dilapidated classrooms and toilets, 10 schools had financial mismanagement, and general school grounds were in a state of disrepair. Therefore, this study sought to establish head teachers‘ socio-demographic factors influencing job performance in public primary schools in Suba South Sub-County. The objectives of the study were to: determine head teachers‘ personal factors influencing job performance, determine head teachers‘ professional factors influencing job performance, and establish head teachers‘ social factors influencing job performance. Attribution Theory of Motivation was used to guide this study. The study adopted a mixed method approach with a descriptive survey research design. The study population was 97 Head Teachers, 97 Deputy Head teachers, 4 Curriculum Support Officers and 1 Sub County Director of Education, giving a total of 199 respondents. This was a census study. Data collection was done using questionnaires administered to the Head Teachers (HTs) and Deputy Head teachers (DHTs) and an interview guide to obtain responses from the 4 Curriculum Support Officers and 1 Sub County Director of Education Piloting was done in Suba North sub-county. Validity was determined through assessment and modification of the instruments by supervisors and experts in the Department of Educational Foundations and Management at Rongo University. Test-retest method was employed to determine the reliability of the questionnaires at set-p value of .05 and reliability coefficient of .77 was obtained. Quantitative data was employed using descriptive statistics; frequency counts, percentage scores and mean ratings, and inferential statistics was analyzed using Independent Two sample t-test using SPSS (version 26). Qualitative data was analyzed using thematic analysis. Personal factors of head teachers influencing head teachers job performance are: Level of education, gender and Age, respectively in the order of influence. Professional factors of head teachers influencing head teachers job performance are: Work experience, on job training, Leadership Style and Promotional prospects and remuneration, respectively in the order of influence. Social factors of head teachers influencing head teachers job performance are: Social status, Work family balance, Recognition and Marital Status, respectively in the order of influence. The following recommendations were then made: from the findings TSC Teachers Service Commission should consider level of educational attainment of a head teachers in considering promotion of primary teachers to headship; Consistent on job training and good remuneration package of head teachers should be considered by TSC to ensure sustained improved performance of head teachers and all the stakeholders of public primary schools (MoE, TSC & local community) should encourage and support the primary school head teachers to have family work balance and improved job performance. The study findings may be useful for better planning and practice through evaluation and training to MOE, TSC and other policy makers and contribute to body of knowledge on head teachers‘ socio-demographic factors influencing job performance