Implementation of human resource policy and teachers’ productivity in secondary schools in Tana-River County, Kenya
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Date
2018-11
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Publisher
Kampala International University
Abstract
The purpose of the study was to investigate the relationship between the implementation of human resource policy and teachers’ productivity in secondary schools in Tana River County Kenya. The study was guided by three specific objectives; (1) to investigate the level of implementation of human resource policy in secondary schools (2) to investigate the level of teachers’ productivity in secondary schools and (3) to establish the relationship between human resource policy and teachers’ productivity in secondary schools in Tana River County, Kenya. To achieve these objectives, the researcher followed cross-sectional and descriptive correlational survey design where a sample size of 192 respondents were selected randomly and purposively and self-administered questionnaires were used to collect the data. Frequency, percentage, means and Pearson correlation were used to analyse the data. The study found out that the level of the implementation of human resource policy in secondary schools was generally moderate with an overall means of 3.17 while the level of teacher productivity was as well high (overall means 3.49). The findings also showed that there is relationship between teacher productivity and human resource policy (performance appraisal, training and development, reward and compensation) and both these constructs significantly affect teacher productivity. Based on these findings, the study concluded that the implementation of human resource policy significantly affected teachers’ productivity. It was recommended that the Ministry of Education should implement practicable the implementation of human resource policy so as to maximize teachers’ productivity and efficiency. Educational administrators should be trained and sensitized about the value of the implementation of human resource policy. They should be made aware that pay motivates teachers to perform at their best. This means that to implement a performance-based scheme, administrators should not perceive the process as being expensive and time consuming, but rather, a necessity where performance-based financial incentives do not provide enough incentives for teachers to improve. It is important for employers to know the value employees place in their reward systems and to formulate strategies that address equitable and adequate reward for their employees. In managing teachers, there is need for managers to add variety to teachers existing tasks and their skills in school environment management hence enabling them to participate in decision making.
Description
A thesis submitted to the College of Education, Open, Distance and E-learning in partial fulfillment of the requirements for the award of the degree of Master of Education in Administration and Management of Kampala International University
Keywords
Implementation, Human Resource policy, Teacher Productivity, Secondary schools, Tana-river County, Kenya