Evaluation of performance contract in relation to teachers’ job performance in public tertiary institutions in Nyeri County, Kenya
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Date
2015
Authors
Muraguri, Bancy Wambui
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Abstract
The purpose of this study was to evaluate Performance Contracting in relation to teachers’ job performance in public Tertiary Institutions in Nyeri County, Kenya. The study adopted a descriptive research design. The target population consisted of all teachers employed in public Tertiary Institutions in Nyeri County; there were 4 Tertiary Institutions in the county with a total teacher population of 335 that offer diploma and certificate courses. The study employed stratified random sampling technique; this method was used to ensure that all different categories of institutions were fairly represented in the study sample. All the four institutions were first categorized into two categories, namely diploma and certificate colleges. Random sampling was used to select a sample from each stratum according to its representation in the population using a sampling index of 0.2. A total of 66 teachers, 52 from diploma colleges and 14 from certificate colleges were sampled and included in the study. Data was collected by means of a self-scoring questionnaire that was administered to the sampled teachers and an interview schedule was conducted for the coordinators of Performance Contracts. A pilot study was carried out before the actual data collection and a reliability coefficient of 0.721 obtained. The collected data was subjected to statistical analyses using the Statistical Package for Social Sciences (SPSS) computer programme version 20.0. Descriptive statistics were used in the data analyses and the findings were presented in frequency tables, percentages and graphs. The study established that majority of the institutions did not cascade the service charter to the departmental level and failed to provide strategic plan updates to their teachers. The HoDs did not prepare quarterly departmental reports, teachers failed to prepare all the required professional documents, consult Performance Contract documents in setting their departmental targets and the preparation of the Performance Contract document did not involve all stakeholders. The teachers’ job performance was below average. Lastly some BoM did not monitor the implementation of Performance Contracts in their institutions. The study recommends that Tertiary Institutions cascade the service charter to the departmental level HoDs prepare quarterly reports, teachers prepare all the required professional documents and consult Performance Contract documents in setting their departmental targets. Lastly preparation of the Performance Contract document should be all inclusive and BoM should monitor the implementation of Performance Contracts in their institutions. The findings of this study may be of benefit to the managers of Tertiary Institutions, government ministries and all stakeholders in this sector.
Description
A research project report submitted to the school of education in partial fulfillment of the requirement for the award of master of education in education administration of Kenyatta University, December, 2015