Effect of Headteachers Performance of Administrative Tasks on Academic Achievement of Public Secondary Schools in Kismayo District, Somalia
Loading...
Date
2020
Authors
Mohamed, Yasin Hassan
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
A Research Project Submitted to the School of Education
in the Department of Educational Management, Policy and
Curriculum Studies in Partial Fulfilment for the Award
of Degree of Master of Education (Educational
Administration) Kenyatta University
Keywords
Administrative Tasks, Academic Achievement, Public Secondary Schools, Kismayo District, Somalia, Headteacher‟s performance, Curriculum implementation