MANAGEMENT CHALLENGES FACED BY PUBLIC PRIMARY SCHOOL HEADTEACHERS IN THE IMPLEMENTATION OF PERFORMANCE CONTRACTING IN GANZE SUB-COUNTY, KILIFI COUNTY KENYA
Allan Kai Jilani - Masters Student, Kenyatta University, Kenya
Daniel Mange Mbirithi - Lecturer, Kenyatta University, Kenya
ABSTRACT
Human Resource Management scholars have long been interested in finding best practices for improving organizational performance that are maximized through the organization's human resources component. This need for performance management has led to the development and adoption of various frameworks to ensure that people working in the company use the resources available to do their best. One such introduced performance management tool (PMT) is performance contracts. This study examined the management challenges faced by principals of primary schools in the Ganzer Sun-county when implementing performance contracts in school governance. The study was guided by 2 objectives: examining the effect of performance contracting implementation on public primary school head teachers’ school attendance and evaluating teachers’ resistance to the implementation of Performance contracting by the management. The study was qualitative and bi-methodical since it was a descriptive survey that used document analysis and semi-structured interviews as the main methods of data collection. The study was confined to the head teachers of PPSs in Ganze Sub-county, but to this end it used a sample size of 16 head teachers. The study participants were purposively selected while the study location and schools were conveniently selected. Data was analyzed thematically and then presented as a progressive descriptive narration. that training should be offered since it not only helps with skill acquisition but also with improving organizational culture. The study concluded that in order to raise employees' awareness and understanding of performance contracting, the Kenyan government should organize and conduct training and development programs. From the results, the following recommendations are deduced; all stakeholders in the contract should adhere to the set guidelines; teaching and learning conditions need to be improved; there should be effective evaluation and feedback and the government should provide all the requirements needed by schools to enable teachers and head teachers to perform up to the standard and improve on the school systems. there is a need to improve accountability, building consensus among stakeholders in education, setting clear standards of practice, quality teacher preparation, promoting professional development, evaluation and reporting systems, and paying attention to individual schools where teaching and learning take place; these are key in school systems improvement.