Factors determining effective implementation of school development plans in public secondary schools in Kiambu East District
Ngunju, Nancy Wachira
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The purpose of this study was to determine the factors deterring effective implementation of school development plans in public secondary schools in Kiambu East District. The objectives of the study were a) To establish the state of school development planning practices in secondary schools, b) To find out who had the responsibility over the planning process in the schools, c) To determine the role of the head teachers in the planning and implementation of the development plan in schools, and d) To identify issues and challenges faced by the school managers in developing and implementing of the plans. The study adopted a descriptive survey design and a random sample of 14 schools was selected for study. Questionnaires were used to collect data from the head teachers, BoG/PTA members and HODs. The researcher also used an observation schedule to collect primary data. Quantitative data from the field was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data was analyzed by putting the responses under themes consistent with the research objectives. Up to 88% of the school heads had ever attended education management in-service courses. It emerged that all the 14 schools had a motto, a vision statement and a mission statement while 75% of the respondents formulated development plans in their school. Up to 62% of the schools gathered information from the environment for planning purposes while the same 62% made an assessment of the weaknesses or strengths of the school in their planning. 100% of the respondents reported that development planning enhanced the quality of teaching and learning through collaborative action, in order to meet needs of all the pupils. 100% of the respondents cited that it enabled the school to specify resources requirement and to target available resources towards meeting priority needs. Up to 88% of the respondents reported that they considered the Strengths, Weaknesses, Opportunities and Threats (SWOT) for their school as well as considering finances and funds required to implement the development plans. Incomplete projects were considered by 88% of the respondents with the aim of prioritizing them before new ones are brought on board. The 14 schools consulted extensively with their parents and BOG members on their development plans. Parents were consulted about, or informed of, the work which the school was doing in relation to development planning. In 88% of the schools, PTA members were consulted while in 75% of the schools, teachers were consulted. With regards to adequacy of physical facilities in schools, 63% of the schools had adequate classrooms and dormitories while 12% had adequate sanitation, dormitories and halls.' Land size was' fairly adequate in 63% of the schools. 100% of the heads reported playing the role of initiating the planning process under the direction of the BOG and establishing planning structures. Up to 88% of the respondents reported that they ensured that the school has a motto, vision, mission and objectives that were effectively communicated and understood by the entire school community. Regarding the main barriers to effective implementation of schools development plans, 100% of the respondents cited lack of adequate planning skills, inadequate funds and financial constraints. Lack of in-service training on educational management was identified by 63% of the respondents as a hindrance. Recommendations were based on implementing in-service courses on educational management for the head teachers, increasing participation in development planning and improving the schools financial base through diverse income generating projects.