Abstract
This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.
Highlights
The educational organisation of a nation determines its growth
Professional development is paramount to my job performance at school
The study findings revealed that: professional development opportunities increase the deputy principal’s motivation to work, accords them opportunities for personal growth vital for their job performance
Summary
The educational organisation of a nation determines its growth. On this basis, education and training have been identified as the means to propel Kenya into a middle-level economy (Keiyoro, 2012). Accelerated global transformations, technological and demographical changes, increased sense of responsibility as well as weakened support systems have created additional multifaceted and complicated tasks for institutional managers (Armstrong, 2014). To manage schools properly, principals need the support of all stakeholders. One such important stakeholder is the deputy principal. Shoho and Oleszewski (2012) posit that if deputy principals assume their duties wholesomely, they stand a central position in responding to modern age school transformation realities. Hulya (2019) adds that school administrators greatly influence the climate and social practices at school, as well as learners’ achievement; they need proper professional development for the realisation of school goals
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