INFLUENCE OF PRINCIPALS’ RESPONSIBILITIES DELEGATION AND FEEDBACK PROVISION ON TEACHERS’ WORK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA
INFLUENCE OF PRINCIPALS’ RESPONSIBILITIES DELEGATION AND FEEDBACK PROVISION ON TEACHERS’ WORK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA
Loise Wanjiku Ndirangu - Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
Joseph G. Mungai (PhD) - Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
ABSTRACT
There is low motivation among the teachers in public secondary schools in Githunguri Sub-County. This has directly impacted their work performance especially in the quality of service delivery to learners. Motivation is a human resource management strategy that can be utilized to improve the work performance of employees. In the education sector, school principal is utilized this strategy to increase teachers' output. Consequently, the goal of this research was to explore how principals’ motivation strategies influence the work performance of teachers in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya with a bid to suggesting how the teachers’ productivity at their work stations can be improved through motivation. The specific objectives of the study were: to determine the extent to which delegation of responsibilities to teachers influences their work performance; and to investigate how the provision of prompt feedback to teachers influences their work performance. The study was anchored the Herzberg’s Two-Factor Theory of Motivation. The study employed a descriptive research design and targets to gather information from a sample of 180 participants who were teachers and principals using stratified and simple random sampling methods. The primary research tool was the questionnaire, which was used to gather quantitative data. The Statistical Package for Social Sciences, Version 25, was utilized to evaluate the data into descriptive and correlational statistics. Descriptive statistics were analyzed into measures of central tendencies such as percentages, frequencies, means and measures of dispersion such as standard deviations. The study also employed Pearson’s Product Moment Correlation Model and a linear regression model to test the direction, strength and predict the association among the dependent and the independent variable of the study. The findings of the analysis were presented in form of tables, and graphs while qualitative data gathered from focused group discussions were shown using thematic analysis and holistic description. The study ensured that ethical considerations were upheld so that the findings were credible. The findings revealed that delegation of duties to teachers and principal's prompt feedback have an impact on teachers' job performance. The significance of these factors is indicated by the p-values of 0.037 and 0.032 which are less than 0.05, implying a statistically significant relationship. The study concludes that delegation of duties to teachers, and principal's prompt feedback positively influence teachers' job performance, as the observed relationships are statistically significant. The findings revealed that delegation of duties to teachers has motivated them to work harder. Prompt feedback from the principal provides teachers with clear guidance on their performance, highlighting strengths and areas for improvement.
