Administrative challenges facing public day secondary school headteachers in human resource management; Matungulu district, Machakos county-Kenya
Isaac, Theresia Munini
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Secondary school education in Kenya has been one of the main concerns of the Government since independence. Recommendations have been made by education reports from various education commissions and taskforces, in relation to provision of sufficient and trained teachers in secondary schools. Besides the supply of teachers, there have been efforts to retain and motivate them in the teaching profession, with an aim of providing quality education in secondary schools. The objectives of this study was to investigate the administrative challenges faced by public day secondary school head teachers in recruitment ,induction ,training and development of teachers ,to determine the challenges faced in human resource management ,to examine how the challenges affect teaching and learning and to examine the strategies adopted by head teachers to cope with the challenges. The research design for this study was descriptive survey .The target population was 22 head teachers, 22 deans of curriculum, and the district education officer, Matungulu district. The samples were selected using simple random and purposive sampling procedures, where eleven head teachers, eleven deans of curriculum, and the education officer, Matungulu District, were included in the sample. The research instruments were questionnaires for the head teachers and the deans of curriculum and an interview schedule for district education officer. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. This study was guided by social system theory by Getzels and Guba. The following were the findings of the study; That all schools had recruited Board of Management (BoM) teachers .Among the head teachers,72.73% indicated they had conflict with their BoM on tribe while 64.63% indicated conflict on teacher qualification during teacher recruitment. On induction, only 45.45% of the head teachers indicated that teachers were inducted when joining their schools. The study revealed that there were challenges faced in in-service and development of teachers. The support staff is reported to be discussing teachers' affairs with students, having low pay, and passing drugs to students as indicated by 72.73%, 54.55%, and 18.18% of the respondents respectively. Moreover, 81.82% of the head teachers cited teachers commuting from far, while 72.73% indicated high teaching workloads among staff as a challenge. The problems encountered by head teachers led to average staff motivation as indicated by 72.73% of the head teachers, poor time keeping, poor syllabus coverage and poor academic performance as cited by 81.83% of head teachers respectively. In their endeavor to cope with the challenges, 81.82% of the head teachers resulted to regular consultation and holding weekly briefs with their teachers. It is evident that there is need for the government through the TSC to adequately staff the schools to ease high teacher workload. Further, the government and other stakeholders should build staff houses to enable teachers reside within the schools and ensure adequate financing of schools from public finances and other sources to enable head teachers sponsor their staff for refresher courses and workshops.