Delocalisation and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

Abstract

The Teachers Service Commission proposed and implemented Delocalisation policy among the teaching fraternity in Kenya since 2017 beginning with Principals of Secondary schools and Head teachers of Primary schools. Aimed at giving a national outlook to the management of educational institutions, enhancing cohesion and quality of their management, implementation of the policy has been met with mixed reactions. While proponents link it with improved institutional management, critics have proposed its scraping due to what they allege are its adverse impacts on especially the Principals are Head teachers. Especially said to be adversely affected are the psychosocial wellbeing of the delocalised Principals. This means that implementation of the policy could be adversely affecting the mental as well as the social health of the personnel. However, empirical literature that could directly link the adverse psychosocial effects to implementation of the policy is still limited. This study therefore set out to establish the relationship between delocalisation process and the psychosocial wellbeing of the Principals with a specific focus on Public secondary school Principals in selected Counties in Eastern region in Kenya. A descriptive cross sectional survey was formulated for the study. Data was collected from 277 delocalised Principals, 12 Education officials and 18 Union officials using questionnaires. Data obtained was analysed descriptively and inferentially to put forward recommendations. Findings showed a negative significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals implying adverse effect of the process on their psychosocial wellbeing. The relationship was found to be negatively stronger on older Principals compared to relatively younger ones. At the same time it was established that it was dependent on type of school, Principal delocalised to national and extra county schools having a more positive view on the process. It is therefore recommended that implementation of the process should be cautious approach to minimise its adverse effects.