Role of deputy principals as perceived by principals, deputy principals and teachers of public secondary schools in Nyamache district

Abstract

Secondary school deputy principals have experienced problems in defining what exactly their roles are and hence performing them accordingly. This has left them in most cases with confusion and conflict. This study therefore endeavoured to determine the role of deputy principals as perceived by principals, Deputy Principals and teachers of public secondary schools in Nyamache district. The objectives of this study were: To determine the role of deputy principals, challenges that they face, strategies to enhance their role performance and the importance of deputy principalship in school administration. Deputy principals need clear definition of their roles in order to enhance their performance. Literature on the concept of Role, perceptions and attitudes, educational management and school administration, role of Deputy principals, challenges deputies face and enhancement of role performance has been reviewed. 'The study was done in Nyamache District which has 32 secondary schools and about 264 teachers. Descriptive survey research design was used in the study. The sampling unit was Nyamache District and stratified sampling was used which ensured that all school categories participated. The schools sampled were 30% of the total number of secondary schools in the District. Stratified sampling was used when selecting teachers who took part in the study. A questionnaire was used as the main instrument for data collection. Three questionnaires were used i.e. a questionnaire for principals, deputy principals and teachers. Data collected was coded and then analyzed using Statistical Package' for Social Sciences (SPSS) software. The findings of this study include; Appointment of DPs was done by different authorities, majority .of DPs were not inducted to the office after appointment, appointment of DPs should always be done on merit, deputy principals should be empowered to perform all the six administrative tasks in school. Deputy Principals should frequently perform leadership, liaison, monitor, disseminator and entrepreneurial roles. It was also established that deputy principals needed the following personality characteristics: Analytical thinking, challenging and supportive, confidence, holding people accountable, initiative, respect for others and team working. The TSC, principal, MoE, teachers, students and school environment were found to be the parties that most frequently influence the behaviour of deputy principals. Role ambiguity, unclear roles, role strain, lack of administrative allowance, lack of authority to incur expenditure and rebellious teachers were found to be the major challenges that face deputy principals. Training before appointment, clear role definition, provision of administrative allowance, promotion to a higher job grade and being given authority to incur expenditure were found to be some of the intervention measures that if put in place could enhance the performance of the role of deputy principals. The study recommended that; TSC ensure that it appoints DPs to all public secondary schools, promote DPs to higher administrative grades, ensure that only teachers trained on institutional management are promoted to deputy principalship, provide administrative allowance to deputy principals, bring all stakeholders on board to redefine the duties, responsibilities and roles of deputy principals and communicate them to the deputy principals.