Performance In Public Schools Research Articles

ORGANIZATIONAL SUPPORT AS A CONSTRUCT OF TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN PANABO CITY DIVISION

The study uncovered the relationship between organizational support and teacher performance in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of organizational support that significantly influenced teacher performance. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive organizational support and an extensive teacher performance. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of organizational support were found to have significantly influenced teacher performance. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in extending organizational support to attain excellent performance among teachers. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Organizational support, teacher performance, Panabo City Division, Philippi

Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya

This study examined the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub- County, Kenya. The appraisal of teachers’ performance in public schools in Kenya was initiated by the Teachers Service Commission in 2016. However, the initiative received resistance from the teachers’ unions rendering its implementation to be suspended temporarily until May 2016. Teachers’ performance evaluation guides improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities. Even so, there is a dearth of information regarding the factors influencing public primary school teachers’ attitudes towards performance appraisal in Homa-Bay Sub County. Therefore, the study specifically sought to: determine the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub-County. The study was guided by goal setting theory. The study adopted a descriptive survey research design. The target population comprised of 1 CSO 57 head teachers and 548 teachers from 57 public primary schools. A sample size of 26 head teachers and 133 teachers were selected for inclusion in the study through simple random sampling. Therefore, a total of 160 respondents took part in the study. Self-administered questionnaires were used to collect data from one CSO, 26 head teachers and 133 teachers. Structured and semi- structured interviews were conducted through interview guides. Quantitative data was analyzed using descriptive statistics through SPSS and results presented in tables, while the qualitative data was analyzed thematically. The study revealed that both head teachers and teachers strongly agreed that feedback is only given to them when they ask. This is seen in the highest mean rating of 4.48. The second which was agreed by most head teachers and teachers was that feedback has led to negative attitude towards performance appraisal. This was evidenced by the overall mean rate of 4.08.

Education Resources Situation and Teachers’ Job Performance in Public Senior Secondary Schools

The job performance of teachers has come under serious scrutiny by education stakeholders. Teachers have been accused of poor performance of their job. However, teachers continue to complain about the situation of resources available for them to carry out their work. Therefore, could education resource situation determine the job performance of teachers? Thus, this study investigated education resource situation and teachers’ job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study was adopted the correlation research design. The sample comprised of 31 public secondary schools and 327 public secondary schools’ teachers in Edo State. A checklist titled: Education Resources Situation Checklist (ERSICHE) and a questionnaire titled Teachers’ Job Performance Questionnaire (TJPQUE) were the instrument for data collection. The reliability of the questionnaire was determined using Cronbach alpha statistic and a value of 0.80 was obtained, which showed the internal consistency of the questionnaire. The data collected were collated and analyzed with Pearson Product Moment Correlation Coefficient, and Fisher’s z statistic at 0.05 level of significance. The findings of the study were that a significant relationship existed between education resource situation and teachers’ job performance. Furthermore, no significant difference existed in the relationship between education resource situation and teachers’ job performance based on size, and location. Consequently, the study recommended that government should improve the situation of resources in public schools to reflect the minimum standard, and there should be even provision of resources in all school irrespective of location, and size Keywords: Education resources, situation, teachers’ job performance

Influence of Community Pressure on Principals’ Compliance with Procurement Regulations in Public Secondary Schools in Embu County, Kenya

Public procurement has become an issue of public attention and debate, and has been subjected to reforms, restructuring, rules and regulations. Most of developing countries have undertaken strategies to reform their procurement systems. Compliance with public procurement regulations in Kenya continues to be low in public entities despite efforts made by the Public Procurement Oversight Authority (PPOA) to put in place measures to improve compliance. The study sought to analyse the influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. The study employed positivism research paradigm and a cross-sectional descriptive survey research design was adopted. The target population for the study was all the 132 public secondary schools in Embu County consisting of 132 principals, 132 deputy principals, 132 bursars, 1320 suppliers and 660 procurement committee. A sample size of 98 public secondary schools was determined by the Kothari (2013) formula for calculating small sample sizes. A sample of 490 respondents was selected using stratified random sampling by picking 1 principal, 1 deputy principal, 1 bursar, and 1 members of procurement committee and suppliers in each of the 98 secondary schools. Primary data was collected using questionnaires which were pretested for reliability and validity to determine their suitability for use in the study. Quantitative data was analysed using descriptive and inferential statistics and results presented using charts and tables. Inferential statistics, correlation, multiple regression analysis were used establish the nature and magnitude of the relationships between the variables and to test the hypothesized relationships. Out of the 490 questionnaires administered three hundred and ninety five (395) were returned representing 80.6% response rate. The study indicates that majority of the respondents disagreed that community pressure influenced principals’ compliance with procurement regulations in secondary schools with an aggregate mean score of 2.85 and a standard deviation of 1.237. The null hypothesis tested was that there is no significant influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. Inferential statistics showed that the coefficient of determination was significant with a value of 0.339 and p= 0.000. The t-statistic and corresponding p-value were 10.336 and 0.000 respectively. Therefore, at P < 0.005 level of significance the null hypothesis (H0) is rejected and accepts the alternate hypotheses (HA) implying that there is a significant influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. It therefore, means that when the principals are able to manage the pressures exerted by the community then there are higher chances of the principal to be compliant with the procurement regulations. On the basis of these statistics, the study concludes that there is significant positive relationship between management of community pressure and compliance with procurement regulations. The study concluded that the principals do not succumb to the community pressure to bend the procurement regulations in the public secondary schools to favour suppliers rather they adhere to the guidelines. The suppliers to the schools also induce unethical practices like corrupting the school tendering committee members and therefore strong enforcements of laws should be implemented. The study recommends that there should be strict compliance with government regulations on public procurement since this will assist in checking procurement committee performance in public secondary schools. All schools procurement committee members should strictly adhere to procurement ethics to avoid conflict of interest in procurement matters as this can compromise procurement committee performance in public secondary schools

Practical Status of Effective Educational Planning and Teachers’ Performance in Nigeria

ABSTRACTThis study aimed at assessing the status of effective educational planning and staff performance in some selected schools in Zamfara State, Nigeria. Two research questions were established to achieve the objectives of the study. A descriptive-survey research design was adopted. The population of the study consisted of all Public Secondary Schools in Gusau Metropolis of Zamfara State, having a total of 24 public secondary schools with 670 teachers. A total number of 12 public secondary schools and 225 in-service teachers were sampled to serve as participants in this study using simple random sampling technique. The sample size was determined using Morgan and Krejcie (1971) table of determining sample size. For the purpose of data collection, two (2) self-structured questionnaires were constructed on a 4-point Likert’s Scale with 29 constructs. The data analysis was made using descriptive statistics and inferential statistics tools. The results revealed that, the status of effective educational planning in public schools in Zamfara State was found at a ‘High Extent’ with statistical value of (M=4.56, SD=3.95). Similarly, the status of staff performance in public schools in Zamfara State was found at a ‘High Extent’ with statistical value of (M=3.69, SD=2.61). Based findings, in order to maintain the high level of the effectiveness of educational planning in Nigeria, the Federal, State, and Local, and Governments as well as other relevant international and local organizations should put hands on deck in employing more professional planners and deploy them to the ministries and agencies for effective planning of education

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

Emotional intelligence and job performance: A study of public sector management schools in Pakistan

In today’s dynamic world, higher education plays a vital role in the development of societies and in the socio-economic development of countries. In this context, many developed nations invest in the development of teaching faculty in the universities by improving their emotional intelligence and job performance. This research intends to construct a model for investigating the relationship between Emotional Intelligence and its key dimensions and job performance in public sector management schools of Pakistan. In Pakistan, there are 77 management schools with 1247 regular employees. The proposed model has one primary and four secondary hypotheses. In this proposed model, stratified random sample is employed. The teaching faculty is divided into 4 strata: professor, associate professor, assistant professor and lecturer. Data was collected from 305 randomly selected respondents from the target population through personally administered and officially emailed questionnaires in order to test the hypothesized model. In the study, regression model is employed using SPSS 2.1 software to test the hypotheses. Results shows positive and significant relationship of Emotional Intelligence with its four dimensions: Self-Emotion Appraisal, Other-Emotion Appraisal, Self-Emotion Regulation, and Other Emotion Regulation, with Job Performance. The research has addressed the existing gap on scarcity of research on Emotion Intelligence with its key dimensions, in the public sector universities and the management schools as a target population. Moreover, this research also has some limitations. The research findings have both theoretical and practical implications. In order to foster job performance, the study recommends the creation and promotion of an organizational environment wherein faculty members could share their workplace emotions with ease and interest. Lastly, suggestions for further research are provided.

Influence of Social Cultural Factors on Academic Performance in Public Secondary Schools in Tana River County

The main purpose of the study was scrutinize the socio- cultural aspects on academic performance in public secondary schools in Tana River County. The study employed the Socio-cultural theory as well as System Theory. The study employed descriptive study design. The study was carried out in public secondary schools in Tana River County with a target population of 253 respondents. A census of sample size of 155 participants. The researcher applied primary data. Questionnaires were applied to gather information from principals whereas interview schedule was applied to gather gen from parents. Expert opinion was used to ensure data validity and reliability. The data was analysed descriptively by means and the standard deviation, while multiple regression analysis was used to establish the influence between the variables. The researcher applied SPSS version 25 to examine facts. Regression, ANOVA, correlation as well as model summary was created in addition, facts were presented in tables. The correlation between the independent variables (home chores activities, community activities, parents’ level of edification besides learners’ engrossment in early marriages) besides the dependent variable (academic performance) outcomes showed that all are positive as well as momentous. Particularly, home chores activities is positively as well as significantly correlated (r=.033, p<.05). Likewise, learner’s involvement in community activities (r=.203, p<.05), parents’ level of education (r=.075, p<.05), and learners involvement in early marriages (r=.230, p<.05) are positively as well as ominously interrelated with academic performance in public secondary schools in Tana River. The constant of fortitude infers that the set of independent variables in this research is in lieu of 51.8% of disparities in the academic recital in public secondary schools. The ANOVA outcomes demonstrate that the F_ ratio is 32.048 with a conforming p-value of .000. The projected model linking the social cultural factors to academic performance in public secondary schools is a decent model. Parents’ participation in edification takes various methods comprising the provision of safe as well as steady environment, scholarly imitations, parent to youngster conversation, good replicas of constructive communal as well as scholastic standards and high ambitions connecting to personal contentment, contact with school to pass gen, contribution in school proceedings as well as school work and governance.

Analyzing Public School Education Inequalities in the Dallas-Fort Worth Metroplex

Purpose: This paper investigates the influences of racial and socioeconomic factors on public schools' performance in the Dallas-Fort Worth (DFW) Metroplex. Research Methods: I obtained data from the Texas Education Agency (TEA) and the American Community Survey (ACS), representing 366,568 students attending 239 public high schools in the DFW Metroplex, which included public schools located in Colin County, Dallas County, Tarrant County, and Denton County. I measured public school performance based on graduation rate metrics and average SAT scores from graduating students. Findings: I found a significant correlation between racial and socioeconomic factors on public school performance. I found that the percent composition of socioeconomically disadvantaged students was the highest correlator to decreased academic performance. Further, I found a positive correlation between the percentage of socioeconomically disadvantaged students attending a given high school in relation to the percentage of African-American and Hispanic students attending a given high school. Notably, I found that public schools in the DFW Metroplex were highly segregated by racial and socioeconomic factors. Implications: This study highlights the necessity for policy pushes to diversify public school districts. Many public schools in the DFW Metroplex remain extensively segregated by racial and socioeconomic factors, and our findings underscore the importance of ensuring equitable resource distribution amongst public schools, specifically in school systems with large percentages of African-American, Hispanic, and socioeconomically disadvantaged students.

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

The Influence of School Heads’ Motivation Strategies on Teachers’ Performance in Public Secondary Schools in Arusha Region, Tanzania

This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Impact of Cognitive Skills and other Demographics of Teachers on their Performance in Public and Private Schools of Karachi

Background: The performance of teachers in educational settings is a critical factor for effective learning. Recent studies have highlighted the significance of cognitive abilities, gender, education level, and other personal competencies in influencing teacher performance. However, there is limited research exploring these aspects in the context of Karachi's public and private schools. Objective: This study aimed to investigate the impact of cognitive skills and demographic factors such as gender and education level on the performance of teachers in Karachi. Methods: A quantitative research approach was adopted, utilizing a descriptive and correlational design. The population comprised teachers from both public and private sectors in Karachi, Pakistan. A sample of 250 teachers was selected through a simple random sampling method. Data were collected using standardized instruments, including Peter Honey’s Critical Thinking Questionnaire and the Critical Thinking Disposition Inventory for cognitive ability, and the Evaluation of Teaching Performance Questionnaire for teacher performance. Statistical analysis was conducted using SPSS version 25, employing tests such as Independent Sample t-Test, One-way ANOVA, Two-way ANOVA, and Linear Regression. Results: The study found that male teachers had a slightly higher mean cognitive ability score (M = 20.069, SD = 3.675) than female teachers (M = 19.531, SD = 3.816), but this difference was not statistically significant (t(248) = 0.948, p = 0.344). Similarly, no significant difference in teacher performance was observed between genders (t(241) = 0.533, p = 0.595). The factorial ANOVA indicated no significant effect of gender or education level on teacher performance (F(3, 234) = 0.190, p = 0.903). Additionally, no significant differences in teacher performance were found across different educational qualifications (F(3, 238) = 1.777, p = 0.152). However, a significant positive correlation between cognitive ability and teacher performance was identified (r = 0.575, p < 0.001). Conclusion: The study concludes that while gender and education level do not significantly impact teacher performance, cognitive abilities play a crucial role. This highlights the importance of focusing on cognitive skill development in teacher training programs.

Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda

Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools

Impact of multitasking on teachers’ performance in public elementary schools

Multitasking has become a prevalent strategy for handling a multitude of tasks, though its efficacy remains a topic of debate in the domain of organizational behavior. In the context of education, teachers perpetually grapple with an extensive array of daily responsibilities. This study was undertaken with the objective of evaluating the impact of teachers' multitasking on the overall quality of performance within identified public elementary schools. In this research quantitative method was employed, involving school leaders and teachers from three specific schools, and a multifaceted approach was employed. The sampling strategy included purposeful sampling to select school’s representative of the population, employing stratified sampling for diversity, and ensuring randomness where needed. The study culminated in an integration of both data types, yielding a comprehensive understanding of the research questions. Ethical considerations, informed consent, and confidentiality were maintained throughout the research process, ensuring the validity and reliability of the findings. The study's findings reveal that public-school teachers are heavily burdened with multitasking responsibilities, negatively affecting their teaching performance and leading to subpar academic outcomes. To address this issue, the researcher strongly recommends the implementation, rigorous assessment, and continuous monitoring of a training program. In essence, this study highlights the detrimental impact of multitasking on teaching performance in public elementary schools and emphasizes the urgent need for improvement through a structured training program aimed at enhancing the educational experience for teachers and students alike.

Quality of education and performance of public schools in Minas Gerais at the Mathematical Olympiad

Resumo No presente estudo analisou-se a relação entre a qualidade da educação – estrutura escolar física, estrutura escolar pedagógica, docentes, discentes e políticas educacionais - de escolas públicas de municípios mineiros e os seus desempenhos, de premiados, na OBMEP. Tal investigação tem como diferencial a utilização de uma abordagem quantitativa, demonstrando que a OBMEP é relacional, baseada na qualidade social da educação e na ótica não equânime do sucesso das escolas públicas em políticas relacionadas à educação. Na literatura existente, a OBMEP foi discutida preponderantemente pelas abordagens pedagógicas ou de conteúdos das provas, e não como ação a ser influenciada nas escolas. Com uma amostra de 420 escolas públicas pertencentes à regional MG06 da OBMEP, aplicou-se um modelo de regressão de Poisson, associando-se variáveis representativas da qualidade social da educação - fatores intra e extra escolares - com o desempenho na OBMEP, quantidade de medalhas obtidas pelas escolas. Percebeu-se que para apresentar um desempenho satisfatório, ou seja, obter sucesso na OBMEP, alcançando-se premiações, é necessário que as escolas públicas tenham infraestrutura adequada, em condições para o exercício do trabalho docente, estudantes em situações favoráveis de acesso e permanência no ensino regular, além da atuação permanente do Estado mediante o desenvolvimento de políticas públicas educacionais. Tais resultados sinalizam a necessidade de maior comprometimento das esferas políticas e sociais para a melhoria da qualidade da educação pública básica no Brasil, para que ocorra maior divulgação do potencial da OBMEP como política pública de inclusão social e não só para a busca de resultados e premiações.

Influence of Heuristic Mathematics Teaching Method towards Students’ Performance in Public Secondary Schools in Moshi District, Tanzania

This study was conducted to investigate the influence of heuristic mathematics teaching methods on students' performance in public secondary schools in Moshi District, Tanzania. The study was guided by Constructivism learning theory, which was pioneered by Jean Piaget (1936). The study employed a quantitative research approach whereby a cross-sectional survey design was used. The study’s target population was 61 public secondary schools, 73 mathematics teachers, and 28,134 students in Moshi District. Six schools and twelve teachers were selected using a straightforward random selection procedure, and 394 pupils were chosen using Slovin's formula. Both mathematics teachers and students were given access to quantitative tools (questionnaires). The reliability of Likert scale items was determined by the Cronbach Alpha technique. The collected data was sorted and analysed by using the Statistical Package for Social Sciences (SPSS – version 20) computer software. The study found that heuristic teaching method has a positive contribution towards students’ performance. The researcher concluded that heuristic teaching method used by mathematics teachers had a large number of contributions to students’ learning of mathematics. According to the study's recommendations, the government should make sure that mathematics teachers have access to training programs on using heuristic teaching techniques to boost students' performance.

Principals’ adoption of budgetary control principles and their job performance in private secondary schools in Uyo Local Government Area

The study examined the extent to which principals’ adoption of budgetary control principles (P-ABCP) predict their job performance in public secondary schools in Uyo Local Government Area. The study adopted ex-post facto research design. The population of the study consisted of 41 principals in the 41 private secondary schools in Uyo LGA from which a sample of 21 principals were derived using census sampling approach. Data was collected with designed instruments tagged: “Principals Adoption of Budgetary Control Scale (PABCS)” and “Principals’ Job Performance Scale (PJPS)”. Data collected was analysed using mean while hypothesis was tested with linear regression. The results indicate that the extent of P-ABCP was low (1.88), implying that most of the principals did not utilize feasible budget in administering their schools. The results also showed that the extent to which P-ABCP predicts their job performance in secondary schools was very low. However, though to a very low extent, it was revealed that P-ABCP does significantly predict principals’ job performance. It is concluded the potentials of budgetary control in school administration has shown to be ineffective in enhancing sustainably, the principals’ job performance in public secondary schools. It is recommended that schools owners should mandate the principals to subject their budget and budgetary control plans for assessment before the commencement of an academic session and at the end of the session. This will spur the consciousness of the principals to the importance of having a clear-cut blueprint in the course of achieving effectiveness in school administration.

DAMPAK SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI TINGKAT SEKOLAH LANJUTAN TINGKAT PERTAMA (SLTP)

This study aims to analyze the impact of school principals' supervision on teacher performance in public Junior High Schools (SLTP) in the Batang Tuaka District. School principals' supervision is an essential factor in improving teaching quality, teacher motivation, and collaboration among teachers. Descriptive research method was employed, gathering data through observations, interviews, and documentary studies. The results of the study indicate that school principals' supervision has a positive impact on teacher performance. Directed and effective supervision helps improve the quality of teachers' instruction, motivates teachers in carrying out their duties, and fosters collaboration among teachers. Supporting factors such as effective communication, active teacher involvement, consistent support from school principals, and a school culture that supports the professional development of teachers also play a vital role in maximizing the impact of school principals' supervision. Therefore, it is recommended that school principals and relevant stakeholders pay serious attention to the practice of school principals' supervision to enhance the quality of education in public Junior High Schools in the Batang Tuaka District. This study provides a significant contribution to understanding the relationship between school principals' supervision and teacher performance in the context of public Junior High Schools.

Influence Of Provision Of Incentives By Head Teachers On Teachers’ Work Performance In Public Primary Schools In Nakuru County, Kenya

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the country's school systems. One of the instructional leadership practices that can be adopted by headteachers is the provision of incentives to teachers. The purpose of this study was to determine the influence of provision of incentives by the head teachers on teachers’ work performance in public primary schools in Nakuru County, Kenya. Hallinger and Murphy's (1985) Model of Instructional Leadership and Campbell et al.'s (1993) Theory of Job Performance informed the study. The study used mixed methods research approach, and adopted the convergent parallel design. The study used both quantitative and qualitative research methods simultaneously to collect and analyze data from a target population of 57,800 pupils, 7,741 teachers, and 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs). A sample of 68 primary schools were selected for the study using cluster sampling. From these sampled schools 60 pupils and 329 teachers were selected through simple random sampling. Purposive sampling was also used to select 68 head teachers and 9 QASOs. The research instruments used were a focus group discussion guide, questionnaire, interview schedule, and document analysis checklist. A pilot study was conducted in 7 public primary schools in Baringo County with a sample size of 35 teachers. Descriptive and inferential statistics specifically frequency counts, percentages, Spearman rank correlation, and regression analysis, were used to analyze the quantitative data. Qualitative dat was analysed using textual analysis approach. The hypothesis was tested at a significance level of 0.05 using Statistical Package for Social Sciences (SPSS) version 25. The findings were presented as frequencies and percentages using tables. Qualitative data was analyzed thematically and presented in narrative forms. The study established that provision of incentives by the head teachers had a statistically significant positive influence on teachers’ work performance in public primary schools in Nakuru County. The study highlights the importance of teachers' work performance for overall school outcomes, providing valuable knowledge for head teachers and education stakeholders to focus on initiatives for provision of incentives for teachers and policies that support such initiatives. This will create an enabling environment for maximizing teachers' efficiency and effectiveness, leading to improved pupil performance in KCPE examinations in public primary schools. 
 
 

Heads of Schools’ Motivational Strategies Used to Improve Students’ Academic Performance in Public Secondary Schools in Korogwe Town Council, Tanzania

The main aim of this study was to research the motivational strategies employed by heads of schools to improve students’ academic performance in public secondary schools in Korogwe Town Council. The study was guided by the ARCS Model of Motivational created by Keller (1990), which presumes that people are motivated to learn if there is value in the knowledge presented and if there is an optimistic expectation for success. The study used a convergent parallel research design under a mixed approach. A study used simple random sampling and automatic techniques to get participants of the study who were students, teachers, heads of Schools, and Ward Educational Officers. The sample for the study was 3 Ward educational officers, 3 heads of schools, fifty-four (54) teachers, making a total of 60 participants. The total population was 9 schools, 9 heads of schools, and 344 teachers in public secondary schools, and 5907 made a total population of 6269 in Korogwe Town Council. The instruments for data collection were questionnaires and an interview guide. A questionnaire was used to collect quantitative data, while an interview guide was used to collect qualitative data. The instruments were validated by two experts from the faculty of education in educational planning and administration (MWECAU). The reliability of quantitative data was established through Cronbach Alpha (r=0.82 for teachers' questionnaire), while the reliability of the qualitative data was established through Persistent Engagement and Triangulation of data. The quantitative data were coded and analyzed into percentages and frequencies using Statistical Package of Social Science (SPSS) version 25. Qualitative data were analyzed by coding contents into themes and presented in narrative form. The quantitative data were presented in figures and tables. The research findings revealed that HoS motivational strategies were inadequate and, therefore, affected students' academic performance. The study concluded that heads of public secondary schools should insist on intrinsic motivational strategies as they cost less than extrinsic motivational strategies. The study recommended that HoS should insist on the use of intrinsic motivational strategies and adjustment of strategies according to needs and time.