Strategies employed by school managers in implementation of subsidized secondary Education in Meru South Subcounty, Tharaka Nithi County
Mugo, Severino Gitari
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The purpose of this study was to establish the strategies employed by school managers to address the challenges faced in implementation of subsidized secondary education in Tharaka Nithi County, Kenya. The objectives of the study were; to establish the strategies employed in the management of Physical resources, Material resources and Financial resources, to establish the strategies employed by the school management, in the management of student and staff, to find out the challenges faced in the management of subsidized day secondary schools in Tharaka Nithi county and to establish effective strategies to address the challenges faced in management of Subsidized secondary education, in Meru south subcounty, Tharaka Nithi county. The study utilized descriptive survey research design. The target population was the 34 head teachers, 280 teachers, and 306 Board of Management members. A sample of 10 headteachers, 28 teachers and 34 members of Board of Managers was sampled. The study utilized questionnaires for teachers and headteachers, and interview for the members of the Board of Management. Piloting of the instruments was done on 2 head teachers, 4 teachers and. 2 BOM chairpersons who were not included in the final study in the same County. Validity was ascertained with the help of the supervisors from Kenyatta University. Before the actual data collection the researcher tested the reliability of the instrument using split half technique and Spearman Brown prophesy formula and a correlation coefficient of 0.78 was obtained and deemed reliable. Data was cleaned, coded and analyzed by use of descriptive statistics facilitated by statistical package for social sciences (SPSS) version 21 Tables, percentages and frequencies were used for data presentation. The study established that head teachers were effective in financial management involving preparing and approving budgets, setting financial priorities and authorizing expenditure. Challenges faced in implementation of SDSE included: management skills, discipline, financial management skills, impact of HIV/AIDS, political interference, frequent transfers of teachers, workload, government funding, teacher turnover, understaffing, teacher-pupil ratio, teacher attrition, class size, school infrastructure and social instability. Among the strategies that can effectively be used include: increasing the share of government infrastructure funds to enable schools to put up adequate physical facilities to cater for the rising enrolment, minimum transfer of teachers, training head teachers to acquire financial and management skills, employment of more teachers by the teachers service commission and increasing the involvement of BOM in school management. The study recommends training of head teachers and BOM Members on' management, mandatory training course of head teachers and BOM after inauguration, increased budgetary allocation for SDSE by the government and increased involvement of BOM in management.