Effect of Headteachers Performance of Administrative Tasks on Academic Achievement of Public Secondary Schools in Kismayo District, Somalia

Abstract

The study assessed the effect of headteacher‟s performance of administrative tasks on academic achievement of the secondary schools in Kismayo. To secure and accelerate national development in Somali, there is need to enhance quality education through increased school mean score and increased number of students transiting to university and tertiary colleges. This has however been impossible as many schools in Kismayo continue to record low mean score and few students join university and colleges after their secondary education. This study purposed to assess the effect of headteachers‟ performance of administrative tasks on school academic achievement. The study explored four objectives as follows; to establish the effect of headteacher‟s performance of curriculum implementation on school academic achievement, assess the effect of headteachers performance human resource management tasks on school academic achievement; establish the effect of performance of financial management on school academic performance and the effect of physical facilities management on academic achievement of secondary schools in Kismayo. Systems theory by Durkheim in 1874 provided the theoretical underpinning for this study. Correlation research design was adopted on a target of 27 schools comprising of 399 teachers and 27 headteachers. The study adopted Morgan (1970) sampling formula and obtained a sample size of 93 teachers and 6 headteacher. To ensure study reliability the study sampled two schools from Berber district and obtained reliability Cronbach Alpha score of 0.72. SPSS version 23.0 summarized data that was presented in tables and figure. Findings from the study found that headteacher performance of administrative tasks affected academic achievement of schools. The study found that 52% of variation in sschool academic achievement was explained by headteachers‟ performance of administrative tasks. The study rejected the null hypothesis at F91, 27), 0.640, p=0.001. The study found that school achievement was highly affected by teachers‟ performance of curriculum instruction implementation, human resource management and financial resource management. This study thus concluded that headteacher performance of administrative tasks was a significant component in school academic achievement. The study thus recommends the need for the government and education partners in Somalia to increase headteachers‟ management training and provide more support in school administration.