Barriers to Implementation of Performance Contracting among Public Primary Teacher Training Colleges in Kenya
Njagi, Rosemary Wanjiru
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Performance contracting was introduced in higher learning institutions including primary teacher training colleges in the year, 2008.The government has been carrying out evaluation for the purposes of monitoring the progress of performance contracting implementation (GoK, 2012). Inspite of introduction of performance contracting in the public primary colleges, not all predetermined targets have been achieved. The purpose of this study was to investigate barriers to implementation of performance contracting among public primary teachers training colleges in Kenya. The study sought to find out how management practices, institution's organizational culture, capacity building and resources influence the implementation of performance contracting in public primary teacher training colleges. The study adopted descriptive survey design and was guided by Total Quality Management (TQM) evolution theories by Stewart and Crossby. The study was carried out in three public primary teachers colleges in the Central region of Kenya. The sample comprised 9 members of senior management, 18 members of performance contracting secretariat and 56 members of teaching staff randomly sampled from the three public colleges. The research instruments included a questionnaire for heads of departments, performance contracting secretariat and members of teaching staff. An interview schedule was conducted for senior management. The raw data obtained were analyzed using the statistical package for social sciences (SPSS version 21) and the report presented in distribution tables and bar graphs. The results of this study revealed that although introduction of performance contracting in public primary teacher training colleges had greatly enhanced management practices in the colleges, there was organizational knowledge gap between senior management and the rest of staff. Declining work ethics, resistance to change, inadequate capacity building of staff and inadequate resources were identified as barriers to implementation of performance contracting in the public primary teacher colleges. The findings of this study may be useful to the policy makers, educational managers and GoK as they set performance contracting targets.