Factors determining effective implementation of school development plans in public secondary schools in Kiambu East District
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Date
2009
Authors
Ngunju, Nancy Wachira
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Journal ISSN
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Abstract
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.
Description
Department of Educational Management Policy & Curriculum Studies, 103p. December 2009.