Determinants of teacher participation in teamwork for improved performance in public secondary schools in Taita . district, Kenya
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Date
2014-07-15
Authors
Kitonga, Matata Benado
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Abstract
There are many obstacles towards achieving high level of teamwork among secondary school
teachers in the process of offering education in secondary schools. Education is important for all
citizens of a given country for it determines the level of development of the country. Education
should be offered in a coordinated manner by a team of teachers in collaboration and free endless
consultations. Failure of many teachers to work as a team affects the process of curriculum
implementation, which in turn negatively affects the quality of education, talent nurturing and
the discipline of the learners. Secondary school teachers require teamwork in areas of syllabus
delivery, in handling of co-curricular and in disciplining of the learners. This study was based on
the Elton Mayo's management theory which states that employees are encouraged to achieve by
relational factors such as attention and camaraderie than by monetary rewards or environmental
factors such as lighting and humidity among other factors. The specific objective of the study
was to investigate the determinants of teacher participation in. teamwork for improved
performance in public secondary schools in Taita district in Kenya. Its significance was to
provide information for use by secondary education department in the district to improve
performance of KCSE examination, nurturing talents, developing good citizenry by controlling
discipline of students. It targeted one hundred and forty eight TSC employed teachers in the
eighteen secondary schools in the district and adopted descriptive research design. Stratified
random sampling technique was used to select sample schools and the respondent teachers. Data
was collected using questionnaires and analyzed using descriptive statistics such as frequency
distribution and percentages. Relationship between the variables was determined using cross
tabulation, chi square, contingency coefficient measure of association and Analysis of Variance
(ANOV A). The findings showed that teacher participation in teamwork is more prevalent in
institutions where democratic leadership is practiced and that democratic leadership, training and
favourable school culture were important ingredients in teacher participation in teamwork.
Further, the study confirmed that teacher participation in teamwork is a prerequisite for improved
performance. It is therefore recommended that stakeholders put in place measures that would
enable adequate roll out of teamwork among teachers in all schools. School administrators
should also enhance democratic practices in their management practices to liberate and
encourage teachers to give their best to the institutions thus improved students' performance.
Further, they should strive to enhance in servicing of teachers by taking them to seminars and
workshop thus empowering them to be more innovative and productive to improve performance.
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