SELECTED PRACTICES OF DELEGATION USED BY PRINCIPALS ON MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNTY, KENYA

Abstract

The study assessed selected practices of delegation used by Principals on management of public secondary schools in Rachuonyo south Sub-County, Kenya. It was investigated under the following objectives; to determine the influence of communication in delegation on management of secondary schools; to find out the contribution of motivation of the delegate on management of secondary schools; to establish the influence of expertise consideration in delegation on management of secondary schools and to establish the influence of job description in delegation on management of secondary schools. The study employed descriptive survey design. The targeted population consisted of 934 Teachers from Rachuonyo south sub-county. This was constituted of 75 Principals, 75 Deputy Principals, 350 Heads of department and 434 teachers. Saturated sampling technique was used to sample 75 Principals and 75 Deputy Principals which constituted 100% of the population while simple random sampling technique was used to sample Heads of departments and Teachers. 105 Heads of Departments was sampled at 30% from 350 while 130 Teachers was sampled at 30% from 434. Data was collected using questionnaires and interviews. Ethical consideration was put in place to ensure respondents remained anonymous throughout the study. Five schools from the neighboring Rachuonyo North Sub-County were used in pilot study to ensure reliability of the instruments and a reliability index of 0.73% was obtained. Face and content validity of the instruments was determined by experts who were my supervisors and the impressions on the instruments improved based on their advice before using them for data collection. Quantitative primary data was analyzed using descriptive statistics that is, frequencies and percentages. Qualitative primary data was transcribed and organised into themes and categories as they emerged. The study established that proper communication channels during delegation of duty by the Principals results to high academic performance of the students which had a percentage of 36.7%, 34.1% and 45.3%. Motivation of the staff was found to be done once in a while by the Principals which had a percentage of 46.0%, 32.5% and 45.3%. Expertise consideration in delegation of duty was found to result into improved quality work output which had a percentage of 16.0%, 15.0% and 14.0%. Job description in delegation of duty was found to ensure the level of authority given to the delegate is known which had a percentage of 22.1%, 19.8% and 23.4%. The study recommends that there should be free flow of communication between the Principal and staff during delegation of duty. The government should address teacher motivation by making provision for more funding to schools to enable teacher motivation possible. Functions should be delegated based on staff competence and capability. Principals should allocate resources and also give staff authority to carry out delegated functions. From the findings of the study, it is suggested that more comprehensive studies be undertaken to investigate other practices of delegation of duty other than communication, motivation, expertise consideration and job description.