PRINCIPALS’ MANAGEMENT SKILLS AND SECONDARY SCHOOLS

ACADEMIC PERFORMANCE IN ELGEYO-MARAKWET COUNTY,

KENYA

By

GRACE CHEPKIRUI SITONIK

MBA/GC/426/12/13

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF

MASTER OF BUSINESS ADMINISTRATION (MBA)

AMECEA GABA- CAMPUS

FACULTY OF COMMERCE

THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

SEPTEMBER, 2014

i
 DECLARATION

I, the undersigned, declare that this research project is my original work and that it has

not been presented in any other university or institution for academic credit.

GRACE CHEPKIRUI SITONIK

Signature.................................................... Date....................................

SUPERVISORS

This research project has been submitted for examination with our approval as

university supervisors:

Dr. Bernard Kibet Nassiuma

Signature.................................................... Date....................................

Sr. Lucy Wanza

Signature.................................................... Date....................................

ii
 DEDICATION

I dedicate this research project to my husband Charles Muyange and my children; Allan,

Ashley and Ryan.

iii
 ACKNOWLEDGEMENTS

First and foremost I thank the almighty God for his good care and love which enabled me

to enjoy good heath when writing this project. I most sincerely thank my supervisors; Dr.

Bernard Kibet Nassiuma for his encouragement, patience and never getting tired of

correcting my work; and Sr. Lucy Wanza for her guidance in the selection and drafting of

the topic. You both guided and corrected me steadily chapter by chapter until completion.

Thank you my great supervisors because with your assistance I have this project. I will

not forget to thank the director of CUEA (Gaba campus) REV. DR. PIUS S. MALE and

the entire staff for giving me the opportunity to pursue MBA program. Dr. Evans Ogoti,

the head of academic programs for organizing workshops to assist us in research project

writing and report writing. I thank Dr. Otieno Dennis, the MBA coordinator for taking us

through the Business Research Methods course and for being there to listen to our

concerns all the time. I am grateful to all Gaba campus lecturers who took us through all

the 18 units successfully; Dr. Nassiuma, Sr. Lucy, Miss Mureithi, Dr. Wachana,

Mr.Simuyu, Dr. Kimosop among others. I also wish to acknowledge and thank my fellow

students (2012, regular class) for their invaluable support during our study and project

writing. You made my stay and study in Gaba campus enjoyable and unforgettable.

Finally, I acknowledge all the library staff of Gaba campus for their dedication and the

selfless assistance they accorded me in accessing resources and information at the library.

iv
 ABSTRACT

To perform management functions and assume multiple roles, institution managers must
be skilled. School principals perform multiple roles in school management hence require
innovative management skills to address the potential challenges that could inhibit
academic performance. The aim of this study was to examine the influence of principals’
management skills on academic performance in secondary schools in Keiyo South Sub-
county. It was guided by the following research questions: How do the principal’s human
relations skills influence academic performance in Keiyo South Sub-county? To what
extent do the principal’s technical skills influence academic performance in Keiyo South
Sub County? What is the influence of the principal’s conceptual skills on academic
performance in Keiyo South Sub- County? This study was guided by the
Transformational Leadership Theory (TLT) as postulated by James MacGregor Burns.
The study adopted a descriptive survey research design. The target population for this
study comprised of secondary school heads, DOS officials, HODs and class teachers of
the 23 secondary schools in the Keiyo South Sub-county who all total to 506; and from
which a sample size of 152 respondents was derived. The simple random sampling
technique was used to select the respondents. Questionnaires, interview schedules and
document analysis were the main instruments used during data collection. The collected
data was analyzed using both descriptive and inferential statistics. The multiple
regression model was employed in testing the research hypotheses. This study’s findings
are expected to be of great significance to various stakeholders in the school system.
Moreover, this study is of great importance to the management of secondary schools as it
will point out management skills that influence academic performance.

v
 TABLE OF CONTENTS

DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
LIST OF TABLES viii
LIST OF FIGURES x
OPERATIONAL DEFINITION OF TERMS xi
ACRONYMS xii
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background to the Problem 1
1.2 Statement of the Problem 5
1.3 Research Questions 6
1.4 Hypothesis of the Study 6
1.5 Significance of the Study 7
1.6 Scope and Delimitations of the Study 8
1.7 Theoretical Framework 8
1.8 Assumptions of the Study 10
1.9 Conceptual Framework 10
CHAPTER TWO 12
LITERATURE REVIEW 12
2.1 Review of Theories 12
2.1.1 Transformational Leadership Theory 12
2.1.2 Systems Theory 15
2.2 Criticism of Theories 18
2.2.1 Transformational Leadership Theory 18
2.2.2 Systems Theory 19
2.3 Review of Empirical Studies 20
2.3.1 Human Relations Skills and Academic Performance 21
2.3.2Technical Skills and Academic Performance 23
vi
2.3.3Conceptual Skills and Academic Performance 28
2.4 Knowledge Gap 31
CHAPTER THREE 33
RESEARCH DESIGN AND METHODOLOGY 33
3.0 Introduction 33
3.1 Research Design 33
3.2 Target Population 33
3.3 Description of Sample and Sampling Procedures34
3.4 Description of Research Instruments 35
3.4.1 Questionnaires 35
3.4.2 Interview Schedule 36
3.4.3 Document Analysis 36
3.4.4 Validity of Research Instrument37
3.4.5 Reliability of Research Instrument 37
3.5 Description of Data Collection Procedures 38
3.6 Description of Data Analysis Procedures 38
CHAPTER FOUR 41
PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS 41
4.1 Presentation of the Findings 41
4.1.1 Year of Birth of the Respondents 41
4.1.2 Gender of the Respondents 42
4.1.3 Level of Education of the Respondents 42
4.1.4 Work Experience of the Respondents in the School 43
4.1.5 Principal’s Human Relations and Academic Performance 44
4.1.6 Principals’ Technical Skills and Academic Performance 46
4.1.7 Principal’s Conceptual Skills and Academic Performance 49
4.1.8 Results from Interview Discussions with School Principals 51
4.1.9 Academic Performance Indicators 52
4.1.10 Principals’ Management Skills and Secondary Schools Academic Performance
(Regression Model) 53
4.2 Discussion of the Findings 57
4.2.1 Principal’s Human Relations and Academic Performance 57
vii
4.2.2 Principals’ Technical Skills and Academic Performance 58
4.2.3 Principal’s Conceptual Skills and Academic Performance 60
4.3 Interpretation of the Findings 61
4.3.1 Principal’s Human Relations Skills and Academic Performance 61
4.3.2 Principal’s Technical Skills and Academic Performance 62
4.3.2 Principal’s Conceptual Skills and Academic Performance 62
CHAPTER FIVE 64
SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
64
5.1 Summary of the Findings 64
5.1.1 Principal’s Human Relations Skills and Academic Performance 64
5.1.2 Principal’s Technical Skills and Academic Performance 64
5.1.3 Principal’s Conceptual Skills and Academic Performance 65
5.2 Conclusions 65
5.3 Recommendations66
5.4 Suggestion for Further Study 67
REFERENCES 68
APPENDIX I 71
APPENDIX II: QUESTIONAIRE FOR TEACHERS 72
APPENDIX III: INTERVIEW SCHEDULE FOR THE SCHOOL PRINCIPAL
78
APPENDIX IV: DOCUMENT ANALYSIS GUIDES 79

viii
 LIST OF TABLES

Table 3.1 Target Population 34

Table 3.2: Sampling Design and Sample Size 35

Table 4.1 Year of Birth of the Respondents 41

Table 4.2 Gender of the Respondents 41

Table 4.3 Level of Education of the Respondents 42

Table 4.4 Work Experience of the Respondents 43

Table 4.5 Principal’s Human Relations Skills and Academic Performance 44

Table 4.6 Principals’ Human Relations Abilities 44

Table 4.7 Principals’ Technical Skills and Academic Performance 46

Table 4.8 Principals’ Technical Abilities 47

Table 4.9 Principal’s Conceptual Skills and Academic Performance 48

Table 4.10 Principal’s Conceptual Abilities 49

Table 4.11 Academic Performance Indicators 52

Table 4.12 Principals’ Management Skills and Academic Performance (Regression

Model)Error: Reference source not found

ix
 LIST OF FIGURES

Figure 1.1 Conceptual Framework 11

Figure 2.1 Additive Effect of Transformational Leadership 14

x
 OPERATIONAL DEFINITION OF TERMS

Academic Performance: refers to the outcome of education; it is the extent to which

the student, teacher or institution has achieved their
educational goals. In Kenya, it is commonly measured
by the final KCSE national examinations or periodic
continuous assessment tests

Conceptual Skills: refers to a principal’s ability to think creatively about, analyze

and understand complicated and abstract ideas.

Communication skills: A set of abilities and techniques needed to make other people
understand the instructions and the message that you wish to
convey.

Decision making skills: refers to the ability to identify and select a course of action to
solve a specific problem.

Human relations Skills: Management skills facilitating effective interaction with

personnel. These skills include leadership,
communication, decision making, negotiation and
counseling skills.

Instructional Leadership: Activity primarily pertaining to facilitating instruction and

learning

Management Skills: refers to the art or science of achieving goals through the
continuous efforts of people; individuals working
together in the group strive and want to achieve some
desirable targets

Technical Skills: refers to the manager’s knowledge and capabilities to

perform specialized tasks related to a specific field

xi
in order to communicate effectively with junior staff
and coordinate efforts

ACRONYMS

BOM: Board of Management

CAT: Continuous Assessment Tests

DEO: District Education Officer

DOS: Director of Studies

KCSE: Kenya Certificate of Secondary Education

KNEC: Kenya National Examinations Council

SAPA: Situation and Policy Analysis

SEL: Social-Emotional Learning

TLT: Transformational Leadership Theory

TSC: Teachers Service Commission

xii
 CHAPTER ONE

INTRODUCTION

The chapter discusses the background of the study, statement of the problem, research

questions and hypotheses, significance of the study and the scope and delimitation of the

study.

1.1 Background to the Problem

To perform management functions and assume multiple roles, institution managers must

be skilled. Katz (2005) identified three managerial skills essential to successful

management: technical, human, and conceptual. Technical skills involve process or

technique knowledge and proficiency. Institution managers use the processes, techniques

and tools of a specific area. Human skills involve the ability to interact effectively with

people. Managers of schools interact and cooperate with teachers, board of governors

support staff and students. Conceptual skill involves the formulation of ideas. In the last

decade or so, an abundance of evidence has been produced that skillful management

especially those competent in the management of people in academic institutions is the

key determinant of institution’s success (Winter, 2006). Findings from studies by (Winter,

2006; Watson, 2007; Katz, 2009) make it almost unquestionable that if academic

institutions were to succeed, they must have competent and skillful managers. Academic

and social wellbeing of society is substantially dependent on the effective and efficient

performance of schools of all kinds, which in turn depends on adequate or excellent

management and leadership capability (Watson, 2007). Academic institutions,

1
government, and individuals investing in their own development behave on the basis of

this belief by investing substantial resources in education management, training and

development, and other initiatives to support this (Nureen, 2003).

Managers understand abstract relationships, develop ideas, and solve problems creatively.

Thus, technical skill deal with things, human skill concerns people, and conceptual skill

has to do with ideas. A manager's level in the organization determines the relative

importance of possessing technical, human, and conceptual skills. Top level managers

need conceptual skills that let them view the organization as a whole. Conceptual skills

are used in planning and dealing with ideas and abstractions. Supervisors need technical

skills to manage their area of specialty. All levels of management need human skills so

that they can interact and communicate with other people successfully (Winter, 2006).

Globally, institutions have been characterized by better academic performance due to

their improved academic systems thanks to the schools management committees. In

America for example, the measure of school quality has been significantly achieved by

school management always looking for ways to improve their performance (Vaughan and

Roberts, 2009). They focus on curricula, class size, teacher proficiency, social-emotional

environment, nutrition and availability of academic and health resources and

technologies. The school management has been tasked by the state ministry of education

to ensure that high-quality academic assessments, accountability systems, teacher

preparation and training, curriculum, and instructional materials are aligned with

academic standards. By so doing, the school principals, Board of Management (BOM),

teachers, students, parents, and education administrators can measure progress against

common set targets for student academic achievement. In the U.S.A, great strides have
2
been made in meeting the educational needs of low-achieving children. From highest-

poverty schools, limited English proficiency children, migratory children, children with

disabilities, Indian children, neglected or delinquent children, and young children in that

require reading assistance; and therefore promoting the performance of academic

institutions in the country at large (Tramp, 2003).

In Africa, there are various factors inside and outside schools that contribute to the

quality of academic performance. Some studies have focused on some of the factors

inside school that influence the academic performance. The key aspect for the educators

is to educate their students effectively so that they may excel in academic performance.

To achieve this objective, it is necessary for the educators to investigate the factors that

may contribute to the academic success of students (Aneke, 2003). Studies have shown

that African institutions lag behind academically due to poor management of the

secondary schools. A research carried in Nigeria shows that academic performance

improvement requires that the school principal and the board of management to critically

analyze the factors that may be contributing to the poor performance. The study shows

that institutions lack competent management to detect the factors that lead to poor

academic performance. That the principals entrusted with the management of secondary

schools do not communicate efficiently, rarely delegate their authority while discharging

duties and many institutions have failed to achieve better performance. The study

concludes that most institution’s management are individuals who do not make academic

issues a priority (Ikpeba, 2005).

Recent studies in Kenya show that, factors contributing to poor academic performance

are; inadequate learning resources, inadequate monitoring by head teachers,

3
understaffing, high teacher turnover rate, inadequate prior preparation, lack of motivation

for teachers, large workload, absenteeism by both teachers and pupils, pupils lateness,

lack of support from parents (Kurgat, 2008). Most of these cases have been attributed to

the management failures at some schools. Such challenges therefore result to poor

performance. This calls for the importance of the relevant stakeholders to come together

to ensure that such mismanagement acts are addressed to improve the standards of

education (Kurgat, 2008). Awareness of management skills can therefore have a great

influence on the improvement of academic performance.

Keiyo-South sub-county is located in Elgeyo Marakwet County in the former Rift Valley

province. Keiyo South sub-county borders Baringo County to the south, and to the east,

Keiyo-North to the north. Keiyo South Sub County has continuously registered low

academic performance in secondary education, despite the fact that most of its schools

have enough resources. A Keiyo South district education day report indicated that in the

year 2008, the Sub County had an average mean score 5.8340. That was a low grade

especially in regards to the previous year’s score of 5.9868, and with respect to the

resources and availability of the teachers in the Sub-county. The year 2009 and 2010

showed a decline in performance with the Sub County registering a mean score of 5.1799

and 5.4682 respectively. In the following years; 2011 and 2012 it registered mean scores

of 5.737 and 5.822 in the Kenya Certificate of Secondary Education (KCSE) national

examinations. The trend in the academic performance shows there is inconsistency in

performance by the secondary schools in the Sub County and calls for the stakeholders to

team up and establish ways of improving it (Keiyo South District Education Day Report,

2013).

4
1.2 Statement of the Problem

Ideally, management of academic institutions should be undertaken by people who have

adequate management skills in order to enhance performance. The management of such

institutions possesses the skills and the capacity to drive the goals of the institutions

forward. The ideal school principal possesses the three managerial skills essential to

successful management: technical, human, and conceptual. Additionally, they are able to

critically analyze individual performance of their staff and students regularly. The ideal

school principal is able to look into the factors that influence academic performance in a

given institution, be they external or internal factors, and ensure such factors are put into

consideration.

However, most secondary schools in Keiyo South Sub-county have consistently failed to

achieve good academic performance. This could be attributed to a possibility that

principals of these secondary schools lack appropriate managerial skills. Moreover,

teacher training colleges might be ineffective in imparting vital managerial knowledge

and skills so that their trainees are not only good teachers but good managers too.

Additionally, management in these secondary schools has been entrusted to teachers who

have been elevated to become school principals yet they do not possess vital managerial

skills. This could be coupled with school board of management who oversee the work of

the school principal and teachers to achieve set targets in national examinations yet they

too lack management skills. Subsequently, most secondary schools in Keiyo South Sub-

county have found it difficult to implement and sustain effective management strategies

in order to realize better academic performance. It is against this background that this

study sought to investigate the influence of school principals’ management skills on

5
academic performance of secondary schools in Keiyo South Sub-county from the Elgeyo-

Marakwet County.

1.3 Research Questions

The study was guided by the following research questions.

i. How do the principal’s human relations skills influence academic performance of

secondary school in Keiyo South Sub- County?

ii. To what extent do the principal’s technical skills influence academic performance

of secondary schools in Keiyo South Sub County?

iii. What is the influence of the principal’s conceptual skills on academic performance

of secondary schools in Keiyo South Sub- County?

1.4 Hypothesis of the Study

The study was guided by the following hypotheses.

HA: There exists a significant relationship between the human relations skills of a school

principal and academic performance.

H0: There is no significant relationship between the technical skills of a school

principal and academic performance.

HA: There exists a significant relationship between conceptual skills of a principal and

academic performance.

6
1.5 Significance of the Study

This study will be of great importance to the board of management, school principals and

teachers, county education officers and the Teachers Service Commission (TSC) county

director in the management of both secondary and primary schools of Keiyo south sub-

county. The research findings will be used to highlight management skills that are

effective for improving academic performance. Through this study, principals and

teachers will be able to efficiently integrate different management skills in their

leadership style to establish conducive working environment that supports academic

achievement.

The schools’ Head of Departments (HODs) and the class teachers will use the findings of

the study to improve their human relation skills with the teachers that they supervise and

the class teachers will be able to manage the students in their classes better. All the school

stakeholders will benefit from this research and if the findings will be implemented then

academic performance will greatly improve in the long run.

The study will also be of a great significance to other scholars as they will be able to

adopt relevant knowledge on management skills from this study that will boost their

respective studies. Scholars will also be able to come up with a management plan that

will incorporate all the management skills to ensure that they are able to communicate

monitor and decide in order to improve academic performances of their individual

academic institutions.

Relevant stakeholders such as ministry of education, TSC and teachers’ training colleges

will benefit from the study by gaining insight and eventually adopt such skills in training

7
curricula for all teachers. The ministry will understand that management skills are very

paramount to effective management of public secondary schools and therefore will

incorporate it in their teacher training education. For the research findings to benefit all

academic institutions the ministry of education may recommend that all current head

teachers to go back for management training courses. The policy makers in the ministry

of education will use the findings of this research in their decision making to improve

standards of education in the country and improve on the teacher promotion system.

1.6 Scope and Delimitations of the Study

This study solely sought to investigate the influence of the school principals’

management skills on academic performance. It was conducted between the months of

July and September, 2014 in secondary schools from Keiyo South Sub-county; Elgeyo-

Marakwet county. It targeted all the head teachers, all Heads of department, all the

Directors of studies and class teachers from the schools in the Sub County.

The study, therefore, covered only academic institutions within Keiyo South Sub- County

in Elgeyo Marakwet County, Kenya. The study was delimited to human relation skills,

conceptual skills, and technical skills of the school principals and how they influence

academic performance in KCSE national examinations.

1.7 Theoretical Framework

This study was guided by the Transformational Leadership Theory (TLT) as postulated by

James MacGregor Burns (as cited by Bass and Riggio, 2006). TLT is all about leadership

that creates positive change in the followers whereby they take care of each other's

interests and act in the interests of the group as a whole. Essentially the leader's task is
8
consciousness-raising on a wide plane. The leader's fundamental act is to induce people

to be aware or conscious of what they feel - to feel their true needs so strongly, to define

their values so meaningfully, that they can be moved to purposeful action. In this

leadership style, the leader enhances the motivation, moral and performance of his

follower group. MacGregor thus held that transformational leadership is all about values

and meaning, and a purpose that transcends short-term goals and focuses on higher order

needs. At times of organizational change, and big step change, people do feel insecure,

anxious and low in energy. Therefore in these situations, and especially in these difficult

times, enthusiasm and energy are infectious and inspiring. Many organizational changes

fail because leaders pay attention to the changes they are facing instead of the transitions

people must make to accommodate them (Bass and Riggio, 2006).

On the other hand, Bass and Riggio (2006) viewed transformational leadership theory as

the responsibility of the director leading the change to supply an infusion of positive

energy. They held the view that transformational approach also depends on winning the

trust of people, which is made possible by the unconscious assumption that they too will

be changed or transformed in some way by following the leader. In as much as this

leadership style sounds ideally suited to change management, it requires absolute

integrity and personal behaviour that is consistent and resonant with corporate vision and

message. The four components of the transformational leadership style are: Charisma or

idealized influence; inspirational motivation; intellectual stimulation; and, personal and

individual attention. Transformational leadership applied in a secondary school

management context, is ideally suited to the holistic and wide view perspective of a

9
programme based approach to change management and as such is key element of

successful strategies for managing change.

1.8 Assumptions of the Study

The study was carried out with the assumptions that the respondents were in a position

and willing to give the correct information and the researcher would have enough time to

collect, gather and analyze information.

1.9 Conceptual Framework

A school principal possessing human relation skills, technical skills and conceptual skills

is able to tackle critical institutional issues such as providing leadership, controlling,

supervising, conflict resolution, communication, social interaction and planning. These

will among other things enhance completion of the syllabus on time, enhance

competitiveness, and enhance both staff and student discipline which will eventually

result to improved academic performance.

10
Independent Variable Dependent Variable

School Principals’ Management Skills Academic Performance

Human relations skills

 Conflict resolution
 Teamwork
 Communication

 Social interaction
Technical skills

 Planning
 Evaluation

 Directing

 Coordination

Conceptual skills

 Problem solving
 Creative thinking

 Analytical ability

 Synergy

Source: Author (2014)

Figure 1.1 Conceptual Framework

11
 CHAPTER TWO

LITERATURE REVIEW

This chapter consists of a literature review on various studies that are related to the

present study. It is organized into two sections, that is, review of theories and the

empirical review that seek to fill the research gaps in the area of concern.

2.1 Review of Theories

2.1.1 Transformational Leadership Theory

James MacGregor Burns (as cited by Bass and Riggio, 2006) defined transformational

leadership as a process where leaders and followers engage in a mutual process of raising

one another to higher levels of morality and motivation. Transformational leaders raise

the bar by appealing to higher ideals and values of followers. In doing so, they may

model the values themselves and use charismatic methods to attract people to the values

and to the leader. Burns' view is that transformational leadership is more effective than

transactional leadership, where the appeal is to more selfish concerns. An appeal to social

values thus encourages people to collaborate, rather than working as individuals (and

potentially competitively with one another). Burns also views transformational leadership

as an ongoing process rather than the discrete exchanges of the transactional approach

(Bass and Riggio, 2006).

Simply put, transformational leadership is a process that changes and transforms

individuals (Northouse, 2007). It is the ability to get people to want to change, to

improve, and to be led. It involves assessing associates' motives, satisfying their needs,
12
and valuing them. Therefore, a transformational leader could make the organization more

successful by valuing its associates. There are four factors to transformational leadership,

(also known as the “4I's”): idealized influence, inspirational motivation, intellectual

stimulation, and individual consideration. Each factor helps the managers use this

approach in the workplace (Northouse, 2007).

Idealized influence describes managers who are exemplary role models for associates.

Managers with idealized influence can be trusted and respected by associates to make

good decisions for the organization. Inspirational motivation describes managers who

motivate associates to commit to the vision of the organization. Managers with

inspirational motivation encourage team spirit to reach goals of increased revenue and

market growth for the organization. Intellectual stimulation describes managers who

encourage innovation and creativity through challenging the normal beliefs or views of a

group. Managers with intellectual stimulation promote critical thinking and problem

solving to make the organization better. Individual consideration describes managers who

act as coaches and advisors to the associates. Managers with individual consideration

encourage associates to reach goals that help both the associates and the organization

(Northouse, 2007). Effective transformational leadership results in performances that

exceed organizational expectations. Figure 2.1 illustrates the additive effect of

transformational leadership because managers must pull together the components to reach

‘performance beyond expectations’ (Northouse, 2001).

Idealized Influence

13
 +

Inspirational Motivation

Intellectual stimulation

Individual consideration

Transformational leadership

Figure 2.1 Additive Effect of Transformational Leadership

Each of the four components describes characteristics that are valuable to the

transformation process. When managers are strong role models, encouragers, innovators,

and coaches, they are utilizing the “4 I's” to help transform their associates into better,

more productive and successful individuals. Northouse (2007) states that; individuals

who exhibit transformational leadership qualities are more effective leaders with better

work outcomes. This is true for both high- and low-level managers in the public and

private sectors (Northouse, 2007). Therefore, it can be very advantageous for managers to

apply the transformational approach in the organization.

Applying Transformational Leadership

14
Because transformational leadership covers a wide range of aspects within leadership,

there are no specific steps for a manager to follow. Becoming an effective

transformational leader is a process. This means that conscious effort must be made to

adopt a transformational style. Understanding the basics of transformational leadership

and the four I's can help a manager apply this approach. According to Northouse (2007),

a transformational leader has the following qualities: empowers followers to do what is

best for the organization; is a strong role model with high values; listens to all viewpoints

to develop a spirit of cooperation; creates a vision, using people in the organization; acts

as a change agent within the organization by setting an example of how to initiate and

implement change; helps the organization by helping others contribute to the

organization. Hence, organizations that take the time to teach leadership are far ahead of

the competition (Northouse, 2007).

Conclusively, transformational leadership is a vital role for effective school principals

because leader effectiveness determines the success level of academic institutions. By

becoming familiar with the transformational leadership approach and combining the 4I's,

school principals can become effective leaders in their academic institutions.

2.1.2 Systems Theory

Systems theory was developed by Hegel in the 19 th century to explain historical

development as a dynamic process. Later, it was used by von Bertalanffy (as cited by

Marx and Darwin, 2006) as the basis for the multidisciplinary field of study known as

‘general system theory’. Some influences from the contingency approach can be found in

system theory. System theory is the trans-disciplinary study of the abstract organization

of phenomena, independent of their substance, type, or spatial or temporal scale of

15
existence. It investigates both the principles common to all complex entities, and the

models which can be used to describe them. Marx and Darwin (2006) later revised this

theory in their work and held that a system can be said to consist of four things: The first

is objects are the parts, elements, or variables within the system. These may be physical

or abstract or both, depending on the nature of the system. Second, a system consists of

attributes – the qualities or properties of the system and its objects. Third, a system had

internal relationships among its objects. Fourth, systems exist in an environment. A

system, then, is a set of things that affect one another within an environment and form a

larger pattern that is different from any of the parts (Marx and Darwin, 2006).

The fundamental systems-interactive paradigm of organizational analysis features the

continual stages of input, throughput (processing), and output, which demonstrate the

concept of openness/closeness. A closed system does not interact with its environment. It

does not take in information and therefore is likely to atrophy, that is to vanish. An open

system receives information, which it uses to interact dynamically with its environment

(Marx and Darwin, 2006). Openness increases its likelihood to survive and prosper.

Several system characteristics are: wholeness and interdependence (the whole is more

than the sum of all parts), correlations, perceiving causes, chain of influence, hierarchy,

suprasystems and subsystems, self-regulation and control, goal-oriented, interchange with

the environment, inputs/outputs, the need for balance/homeostasis, change and

adaptability (morphogenesis) and equifinality: there are various ways to achieve goals.

Different types of networks are: line, commune, hierarchy and dictator networks.

Communication in this perspective can be seen as an integrated process – not as an

isolated event (Marx and Darwin, 2006).

16
Cutlip (2000) defines a system as “a set of interacting units, which endures through time

within an established boundary by responding and adjusting to change pressures from the

environment to achieve and maintain goal states”. Grunig and Hunt (2004) also adopted

this theory, which describes organizations as a set of subsystems that affect each other

and simultaneously interact with the external environment. The external environment is

dynamic hence the organization must adapt and evolve. Organizations form part of a

social system that consists of individuals or groups (publics). Organizations exist by

accepting inputs from these publics, and transforming them into outputs. It then receives

feedback from outputs and adjusts accordingly, thus developing a positive feedback loop

(Grunig and Hunt, 2004).

Systems theory as applied in management practice seeks to explain how organizations

should aim to work within an organismic system; responding and adapting to

environmental change will enable them to meet their publics’ needs. The systems theory

is relevant to the study in that the management skills affect all the departments of the

organization. The decisions managers face will affect not just a specific entity in the

school but all the departments. The influence is sometimes felt only inside the school like

a closed system where only the manager dictates the action but in other cases the

influence may resonate like an open system, feedback is welcomed and a corrective

mechanisms introduced which may change the management skill of a manager.

17
2.2 Criticism of Theories

2.2.1 Transformational Leadership Theory

Transformational leadership theorists believe that people are motivated by the task that

must be performed. Consequently, there is an emphasis on cooperation and collective

action and stress is included in the long-range goals of an organization. Accordingly,

tasks are designed to be challenging and desirous. However, even if everyone is

motivated to do a task, it does not assure a successful completion of that task. Over-

enthusiasm for the leader may cloud the group’s judgement as to whether the objectives

of an organization are realistic. There can be over-dependence upon the leader. Moreover,

members of the organization may resent that their ability to act as individuals has been

restricted. People have different personalities and some may be more ambitious than

others may, with the latter feeling as if they are being pushed beyond their capabilities

(Clark, 2009).

Additionally, some individuals may work better as individuals as opposed to

collaborating in a team environment. Again, there may be cases when it is difficult to

assess whether there is cooperation or mere conformity. There is danger of the presence

of personality cults, where a leader is so revered that he/she is only the personality that

drives activity. Lastly, the enormity of a task and a fractious or highly competitive

environment may compromise the ability of a leader, applying the concepts of

transformational leadership theories, to gain consensus (Clark, 2009).

18
2.2.2 Systems Theory

System theory is the trans-disciplinary study of the abstract organization of phenomena,

independent of their substance, type, or spatial or temporal scale of existence. It

investigates both the principles common to all complex entities, and the (usually

mathematical) models which can be used to describe them. A system can be said to

consist of four things. The first is objects – the parts, elements, or variables within the

system. These may be physical or abstract or both, depending on the nature of the system.

Second, a system consists of attributes – the qualities or properties of the system and its

objects. Third, a system had internal relationships among its objects. Fourth, systems

exist in an environment (Huma, 2005).

A system, then, is a set of things that affect one another within an environment and form a

larger pattern that is different from any of the parts. The fundamental systems-interactive

paradigm of organizational analysis features the continual stages of input, throughput

(processing), and output, which demonstrate the concept of openness/closeness. A closed

system does not interact with its environment. It does not take in information and

therefore is likely to atrophy, that is to vanish. An open system receives information,

which it uses to interact dynamically with its environment. Openness increases its

likelihood to survive and prosper. Several system characteristics are: wholeness and

interdependence (the whole is more than the sum of all parts), correlations, perceiving

causes, chain of influence, hierarchy, suprasystems and subsystems, self-regulation and

control, goal-oriented, interchange with the environment, inputs/outputs, the need for

balance/homeostasis, change and adaptability (morphogenesis) and equifinality: there are

various ways to achieve goals. Different types of networks are: line, commune, hierarchy

19
and dictator networks. Communication in this perspective can be seen as an integrated

process – not as an isolated event (Huma, 2005).

2.3 Review of Empirical Studies

Management is the art, or science of achieving goals through the continuous efforts of

people. It is the process of designing and maintaining the environment in such a way that

individuals working together in a group strive to achieve some desirable targets.

Managers are therefore; expected to ensure productivity in their organization through

applying different techniques (Koontz and Weihrich, 1990). Management is the

combination of planning, organizing, integrating and interrelating activities of an

organization and resources to accomplishing common goals and objectives. Management

relates to the series of activities and also the people who are working for it. It is the life

blood and dynamic organ of the institution which is managed by it (Raju and

Parthasarathy, 2003).

A well-structured system of education is the backbone of the social and economic

development of a country. Problems do occur in life but their proper solution is a skill,

which many people are devoid of. In educational institutions there are many problems in

daily business. It takes the sharpness, proper training and experience of head teachers to

devise a proper solution to each and every problem. Success in any endeavor depends on

making the right decision at the right time. But decision making is just one component of

the problem solving process. Unless a problem has been accurately defined and its root

causes identified we are unlikely to make an appropriate decision on how to solve it.

Effective problem solvers know how to gather and evaluate information to define and

clarify a problem. They know the value of generating more than one action alternative
20
and weighing all the implications of a plan before deciding to implement it. They

acknowledge the importance of following through to make sure that changes are effective

(Raju and Parthasarathy, 2003).

2.3.1 Human Relations Skills and Academic Performance

Abdul and Sanaullah (2012) carried out a study on the impact of human relation skills of

school heads’ on students’ academic achievement. The study’s main objectives were: to

compare the managerial skill of human relations of the principals on the variables of

school type, designation, qualification, total experience and experience in the present

school; and, to explore the impact of managerial skill of human relations on student’s

academic achievement. They conducted a survey study targeting all the teachers and

heads of the secondary and higher secondary schools of Khyber Pakhtunkhwa, Pakistan.

Six hundred teachers and heads from Khyber Pakhtunkhwa were selected as sample of

the study; whereby the sample was selected randomly. Two questionnaires, one each for

teachers and heads were developed for the collection of necessary data. The

questionnaires were validated through the pilot testing. For that purpose, the researcher

visited all the sampled institutions and respondents personally. The students’ academic

achievement was considered on the basis of last three years results of 10th class from the

concerned Boards of Intermediate and Secondary Education. Data collected through the

above-mentioned research instruments were tabulated, analyzed and interpreted through

t-test, ANOVA and linear regression, in the light of the objectives of the study. A simple

regression analysis predicting students’ achievements from managerial human relation

skills of principals was also done (Abdul and Sanaullah, 2012).

21
From data analysis, the null hypothesis stating no significant difference between school

principal’s self-perception and teacher's perception about their managerial skills was

rejected. It was inferred that heads and teachers perceptions on human relation skill of

heads are significantly different. The null hypothesis stating no significant difference

between managerial skills of heads and higher secondary school was accepted. It was

inferred that high and higher secondary school has no significant difference for human

relation skill of heads. The null hypothesis stating no significance between qualifications

and human relations skill of heads was accepted. It was thus inferred that qualification

has no significant difference for human relations skill of heads. The null hypothesis

stating no significant difference between heads and teachers total experience and

managerial skills of the heads was rejected. It was thus inferred that total experience has

significant difference for human relation skill of heads (Abdul and Sanaullah, 2012).

Finally, their regression analysis on the score of human relation of the heads (predictor

variables) was statistically significant. Therefore, the null hypothesis stating no

significant relationship between students’ achievements and linear combination of heads'

managerial skills was rejected and it was inferred that heads managerial skill of human

relation has significant linear combination and impact on students’ achievements. The

study evidently concludes that the managerial skills of human relation of the school heads

are directly related to students’ achievements. Hence, a highly competent head in the

managerial skill is a very important factor for better students’ achievements. Abdul and

Sanaullah (2012) thus recommended that the managerial skills of human relation should

be given proper attention in the in-service and pre-service training of heads and teachers.

22
The study by Abdul and Sanaullah (2012) is, however, different from this study in that it

only narrowed on human relations as the major contributory factor to poor management

of schools leading to low academic achievement without exploring other contributory

factors like technical and conceptual skills. This study therefore will seek to fill this gap

by exploring how the other two factors (technical and conceptual skills) can combine

with human relations to provide a better outcome in students’ academic achievements.

2.3.2 Technical Skills and Academic Performance

A study in an unpublished PhD thesis by Brophy and Good (2006) sought to establish the

relationship between education facilities, teachers qualifications, school location and

academic performance of students in secondary schools in delta state. The study’s

objective was to investigate why elitist critics often undervalue teaching, or even suggest

that anyone can teach. The study adopted a survey design and sampled 243 respondents

from 13 primary schools in Delta State, Nigeria. Data reviewed from the study refuted

this myth well. Brophy and Good established that although it may be true that most adults

could survive in the classroom, it is not true that most could teach effectively. Even

trained and experienced teachers vary widely in how they organize the classroom and

present instructions. Specifically, they differ in several respects: (a) the expectations and

achievement objectives they hold for themselves, their classes, and individual students;

(b) how they select and design academic tasks, and (c) how actively they instruct and

communicate with students about academic tasks. Those who do these things successfully

produce significantly more achievement than those who do not, but doing them

successfully demands a blend of knowledge, energy, motivation, communication and

decision making skills that many teachers, let alone ordinary adults, do not possess.

23
The decision-making skill that Brophy and Good (2006) referred to clearly distinguishes

between effective and ineffective teachers. Effective teachers make instructional

decisions that adjust instruction based on the needs and performance of their students,

whereas ineffective teachers present instructional material on a random or a rigid,

prescheduled basis and fail to adjust for student performance. Such instructional practices

are devoid of the decision-making skills that ensure that instructional practices will be

progressively improved. Rosenshine (2006) noted that most teachers employ teaching

practices that could help them make appropriate decisions–for instance, daily reviews and

guided student practice. The successful teachers use the information they gather while

implementing these practices to make decisions. In addition, they do so more frequently

and at more appropriate times than less successful teachers. Making appropriate

instructional decisions requires knowing what to do and when to do it. Such decision

making requires constant monitoring of student performance.

The research literature on the qualities of effective teaching leaves no doubt on this issue:

The effective teacher is a manager and decision maker who continually monitors the class

and adjusts instruction based on student performance. The two major purposes of

academic monitoring are closely related: the attainment of student goals and the

progressive improvement of instructional practices. Rosenshine (2006), in identifying the

critical aspects of successful instruction, recommended that teachers set clear

instructional goals and monitor student progress toward those goals. In addition, teachers

must set and maintain clear, firm, and reasonable work standards. Students must know

exactly what is expected in completing an assignment, how the format of the assignment

24
should look, how neat the work should be, and the accuracy level they are expected to

attain. If teachers establish objective standards, they will be able to evaluate student

performance. When teachers hold students accountable for completing work on time and

for meeting standards, students will realize that the work they are doing has an important

academic purpose. Likewise, parents can help in holding their children responsible for

appropriately completing work. Teachers must solicit the assistance of parents in

providing an appropriate environment at home so that students can successfully complete

homework assignments.

Grissom and Loeb (2011) conducted a study on triangulating principal effectiveness: how

perspectives of parents, teachers, and assistant principals identify the central importance

of managerial skills. The instrument that they employed in their study focused on a list of

tasks that characterize the job of the principal and how effective principals are at

accomplishing those tasks. By focusing on specific tasks Grissom and Loeb (2011)

departed from some prior school leadership studies, which have included a mix of

behaviors, skills, power relationships, and orientations within the same instrument. Their

study drew on unique data combining survey responses from principals, assistant

principals, teachers, and parents with rich administrative data to determine which

principal skills correlate most highly with school outcomes. The primary measures of

principal effectiveness came from an online survey given to 314 Miami-Dade County

Public Schools’ (M-DCPS) principals in regular public schools in spring 2008. Principals

were presented with 42 job tasks common to principal-ship and asked to rate how

effective they felt they were at conducting each task in their current school. However, a

25
major obstacle to developing useful empirical research on principal effectiveness is that

the complex nature of principal work makes categorization of behaviors difficult.

Moreover, there exists many possible dimensions over which to describe principals and

what they do. By far the most common category of principal behaviors examined in the

literature is what scholars have termed instructional leadership which emphasizes the

principal’s role in facilitating teaching and learning. The importance of instructional

leadership is underscored by linking it to positive school outcomes the dominance of

instructional leadership as the primary frame for understanding the job of the principal

has, to some extent, crowded out the study of other aspects of principal work.

Grissom and Loeb (2011) approached their study with the idea that they might enhance

understanding of principal effectiveness by examining a broader spectrum of practice,

including rudimentary pragmatics of making the organization function, and how

competencies in different areas of practice might predict school success. We focus on the

identification of specific sets of principal skills that are associated with positive school

outcomes, measured in multiple ways from multiple perspectives. Drawing on survey and

administrative data from a large urban district and a newly developed task inventory that

uses principal self assessments to define areas of relative strengths, Grissom and Loeb

(2011) addressed five main research questions. First, how does principal efficacy vary

across leadership tasks? Second, to what extent can efficacy on individual tasks be

grouped statistically into larger dimensions of effectiveness? Third, do domains of task

efficacy vary systematically across principal and school characteristics? Fourth, does

principal task efficacy predict key school outcomes, including state accountability system

26
performance, student achievement gains, teacher satisfaction, and parents’ assessments?

Finally, as a check on the validity of the results, how do assistant principals’ assessments

of their principals’ task effectiveness compare to the principals’ self-assessments, and,

furthermore, can they be used to similarly predict school outcomes?

Findings from Grissom and Loeb’s (2011) study emphasized the importance of skills

associated with traditional concepts of management; however, they are not necessarily

inconsistent with the idea that instructional leadership is important. The study pointed out

that some organization management tasks have clear implications for support of

classroom learning. Moreover, Grissom and Loeb (2011) established a positive

relationship between student-level math achievement gains and assistant principals’

assessments of principals’ efficacy in instruction management. More generally, however,

Grissom and Loeb (2011) argue against narrowing the principal’s focus to only

overseeing day-to-day instructional practices and observing teachers in classrooms at the

expense of managing key organizational functions, such as budgeting and maintaining

campus facilities. Rather, Grissom and Loeb (2011) conceive of effective instructional

leadership as combining an understanding of the instructional needs of the school with an

ability to target resources where they are needed, hire the best available teachers, and

keep the school running smoothly. At the margins, principal efficacy in these latter

functions may be more important for school effectiveness than previous work has

articulated. Principals devoting significant energy to becoming instructional leaders (in

the narrow sense) are unlikely to see school improvement unless they increase their

capacity for organization management as well.

27
One policy implication of Grissom and Loeb (2011) study results is that districts seeking

to identify strong candidates for open principal positions or recruit potential candidates

into the administrative pipeline may benefit from considering candidates’ organization

management competencies, such as those in hiring or budgeting. Another is the

possibility that a productive strategy for increasing the performance of the districts’

lowest-achieving schools could be to shift the principals with the greatest management

skills to those schools. Ultimately, this study by Grissom and Loeb (2011) extends a long

literature on the role of principals in influencing school performance and the result

squares with a large body of qualitative research linking principal leadership to school

effectiveness (see Hallinger, 2005).

2.3.3 Conceptual Skills and Academic Performance

An analytical study by Raju (2011) on managerial skills for organizational performance

of a manager sought to examine the skills managers must have to think and conceptualize

about abstract and complex situations. Raju sampled 156 respondents from 8 companies

located within the city of Vadgaon (Budruk), Pune, India. Most of the respondents were

of the opinion that conceptual skills means the ability by the manager to understand the

complexities of the overall organization, his ability to think in abstract, analyze work

situation and his creativity and innovative ability to access the environment. Most of the

respondents also held that using these skills, managers must be able to see the

organization as a whole, understand the relationship among various subunits, and

visualize how the organization fits into its broader environment. Their survey study thus

established that it is paramount for managers to learn or develop conceptual skills.

Summarily, they should understand environment, organization their own job, so that they

28
can attain organization goals. Raju’s findings agreed with existing literature from scholars

(Pobywajilo, 2006; Quible and Griffin, 2007) which points out that conceptual skill are

most important at top level management. However, Managers at different levels may

need to be more proficient at some skills than others. For example, as one moves up in an

organization (e.g., upper level executives), conceptual skills are required to a greater

extent than at lower managerial levels. It has also been shown that human relation skills

(i.e., ability to listen, verbally communicate, show patience and empathy, and understand

a subordinate's needs) are most important to success at any managerial level.

Raju (2011) concluded that; a leader with conceptual skills works easily with abstractions

and hypothetical notions. Conceptual skills are central to creating a vision and strategic

plan for an organization. For instance, it would take conceptual skills for a Chief

Executive in a struggling manufacturing company to articulate a vision for a line of new

products that would steer the company into profitability. Similarly, it would take

conceptual skill for the director of a nonprofit health organization to create a strategic

plan that could compete successfully with profit-making health organizations in a market

with scarce resources. These examples indicate that conceptual skill refers to the mental

work of shaping the meaning of organizational or policy issues—understanding what a

company stands for and where it is or should be going. Conceptual skill is the ability to

visualize (see) the organization as a whole. It includes analytical, creative and initiative

skills. It helps the manager to identify the causes of the problems and not the symptoms.

It helps him to solve the problems for the benefit of the entire organization. It helps the

manager to fix goals for the whole organization and to plan for every situation.

Conclusively, conceptual skills are mostly required by the top-level management because

29
they spend more time in planning, organizing and problem solving (Raju, 2011).

Additionally, Raja1 and Palanichamy (2011) conducted a study on leadership styles and

their impact on organizational commitment. Their study attempted to investigate the most

preferred leadership behaviors among the transformational and transactional leadership

styles and their impact on employees’ organizational commitment in Bharat Heavy

Electricals Limited (BHEL); one of the leading Heavy Electricals Company in India

among the Public sector enterprises. 158 sample respondents were drawn out from among

the senior engineers and the trainee engineers group. The data for this study was primary

in nature. The transformational and transactional leadership was measured by the self

structured questionnaire.

In their study, Raja1 and Palanichamy (2011) aimed to determine the employees’

perception of the leadership styles and their impact on employees’ organizational

commitment considering the senior engineers and the trainee at BHEL. However,

although this research was adopted with questionnaire investigation and concise

questions to the best of one’s ability it is still not known whether the respondents

substantially understood the original contextual meaning of the questionnaire to show the

results with a true reflection. Again, the study had been conducted in one organization

only; hence, a larger domain of study would certainly throw more light on the various

dimensions studied. The results of the study however, can be used for institutions

similarly situate, and cross unit or cross institutional studies can further add to more

general conclusions. Consideration of the leadership style of the selected respondents

revealed that most of the respondents were assumed to be more transformational than

transactional (Raja1 and Palanichamy, 2011).

30
Statistical tools like One-Way ANOVA, Correlation analysis and Regression analysis

were used to find out whether there was any significant difference in the leadership styles

based on the position and pay and to find out the degree of association between preferred

leadership styles and organizational commitment. The results of the study concluded that

while the positional identity of the respondent had some significant impact on leadership

style perception and organizational commitment, salary did not seem to make a difference

from among the sample respondents (Raja1 and Palanichamy, 2011).

Correlation and regression analysis also evidenced that transformational leadership style

is related to employees’ organizational commitment than the transactional leadership. The

results of the division of the respondents based on their job position show that there were

no significant differences between the senior engineers and trainee engineers based on

their salary. However, there was a significant difference between them based on their job

position. Senior engineers tended to perceive their leadership styles as more

transformational. This was attributed to the rational behaviour of the selected respondents

due to their age and experience. As years passes by, they understood that their self-esteem

alone speak for their name than any other leadership styles. Based on the results of the

study, several useful information are given for the managers about the type of leadership

which are commonly available in public sector enterprises and the impact of various

leadership styles on organizational commitment. These inferences can be very well used

by the academicians; scholars specializing in the field of leadership and to the managerial

professionals to draw up a conclusion as to whether this type of leadership is applicable

even to the private enterprises and/or to the combination of both private sector and public

sector enterprises (Raja1 and Palanichamy, 2011).

31
2.4 Knowledge Gap

The past studies on the impact of human relation skills of principals on students’

academic achievement by Abdul and Sanaullah (2012) laid more emphasis on the

principals’ human relation skills but did not give much attention on the influence of

principals’ technical and conceptual skills on academic performance in schools. The

study by Brophy and Good (2006) also majored on technical aspect of management to

achieve desired outcomes; leaving out the other two essential management skills

(conceptual and human relations). This study thus seeks to fill this knowledge gap by

investigating all the three essential principal’s management skills and their influence on

academic performance. Raju’s (2011) study on managerial skills for organizational

manager only centered on a manager’s conceptual ability in order to achieve goals.

According to Hallinger (2005) as cited by Grissom and Loeb (2011), instructional

leadership has come to dominate the collective understanding of the school principal-

ship. This dominance has resulted in a narrowing of research perspectives on what it

means to be an effective school leader. As the literature has cultivated a focus on support

for teaching and learning as the hallmark of good school leadership, other aspects of

principals’ work have received little attention. There are exceptions, such as the study of

transformational leadership theory which emphasizes principals’ work to inspire and

motivate, develop commitment to a common vision, and work collaboratively. Factor

analysis of a 42-item task inventory distinguishes five skill categories, yet only one of

them, the principals’ organization management skills, consistently predicts student

achievement growth and other success measures. Analysis of evaluations of principals by

assistant principals supports this central result and it argues for a broad view of principal

leadership that includes organizational management skills as a key complement to the

32
work of supporting curriculum and instruction. This study thus seeks to fill the gaps

highlighted above by investigating the influence of principals’ management skills on

academic performance of secondary schools with all the three essential management

skills (human relations skills, technical skills and conceptual skills) in mind.

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction

This chapter highlights the methods and procedures that will be used in light of aims and

research questions to fulfill the objectives of this study. It comprises of the research

design, target population and sample size, description of research instruments, description

of sample and sampling procedure, description of data collection procedures and the

description of data analysis procedure.

3.1 Research Design

The study adopted a survey research design. This is a method of data collection which

involves identifying the characteristics of an observed phenomenon or exploring possible

correlations among two or more phenomena (Kothari, 2006). Descriptive survey research

designs are used in preliminary and exploratory studies to allow researchers to gather

information, summarize, present and interpret for the purpose of clarification (Orodho,

2002). The research design was suitable to this study since it enabled the researcher to

collect data and report things as they were without manipulating any variables.

33
3.2 Target Population

Mugenda and Mugenda (2003) define a population as an entire group of

individuals, events or objects having a common observable characteristic. Target

population in statistics is the specific population about which information is

desired. The target population for this study was all secondary schools heads, Directors of

studies (DOS), Heads of Department (HODs) and class teachers. There are 23 registered

secondary schools with 23 directors of studies, 460 administrative teachers in Keiyo

South Sub County. Thus, the target population comprised of 506 teachers.

Table 3.1 Target Population

Respondents Target population

Head teachers 23
DOS 23
HODs 184
Class teachers 276
Total 506

Source: DEO’s Office, Keiyo South Sub County (2014)

3.3 Description of Sample and Sampling Procedures

The researcher adopted a 30% sample in obtaining the respondents that participated in

this study. The sample size represented 30% since Mugenda, Mugenda (2003) recognizes

10% to 30% as an adequate sample in a survey research design. This, thus, increased the

reliability of data. The teachers were stratified in to two strata; HODs and class teachers.

Simple random sampling technique was used to select all the respondents. The simple

random sampling technique was chosen since it gives the respondents an equal chance to

be sampled, hence avoiding bias.

34
Table 3.2: Sampling Design and Sample Size

Category Target population Procedure Sample size

Head teachers 23 30% of 23 7
DOS 23 30% of 23 7
HODs 184 30% of 184 55
Class teachers 276 30% of 276 83
Total 506 152

Source: Research Data, (2014)

3.4 Description of Research Instruments

The research instruments used in this study were questionnaires, interview schedules and

document analysis. The questionnaires were subjected to piloting testing to ascertain their

reliability before being used in the actual study.

3.4.1 Questionnaires

The questionnaires were used to seek for responses from teachers based on the research

questions. In developing the questionnaire items, the fixed choice and open-ended

formats of the items were used. The format was used in all categories of the

questionnaires. The fixed choice item normally involves ‘putting words’ in the

respondents’ mouth, especially when providing acceptable answers, there is temptation to

avoid serious thinking on the part of the respondent. The respondent ends up choosing the

easiest alternative and provides fewer opportunities for self-expression. It is because of

these reasons that it was necessary to combine this format of items with a few open –

ended response items. Most of the items were adopted on a Lickert scale (such as 1-

strongly disagree, 2-disagree, 3-undecided, 4-agree, 5-strongly agree). Section A of the

questionnaire contained demographical data such as age, gender, educational level and

35
the number of years the individual respondent had worked at their respective school;

while section B contained the teachers’ perception on various research questions. The

questionnaire was chosen because it is cheaper and easy to administer and the data is easy

to analyze.

3.4.2 Interview Schedule

The study employed the respondent type of interview where the interviewer retained

control throughout the process. The researcher used the interview schedule guide for

guidance during the interview process. The interview schedule was administered to the

head teachers given that some specific information was to be obtained from them. This

method was selected because the head teachers were few and the researcher would be

able to obtain in-depth information as compared to a questionnaire.

3.4.3 Document Analysis

The researcher used document analysis guides to assess the influence of principals’

management skills on academic performance. The head teachers were requested to avail

to the researcher all KCSE analyzed results files for the past 5 years and staff meeting

minutes files. The secondary data collection source was justified by the fact that part of

the information required was quantitative in nature.

3.4.4 Validity of Research Instrument

Validity is quality attributed to proposition or measures of the degree to which they

conform to established knowledge or truth. An aptitude scale is considered valid for

example, to the degree to which its results conform to other measures of possession of the

aptitude. Validity therefore refers to the extent to which items in the data collection
36
instrument can measure what it ought to measure. It refers to the extent to which the

items on the instrument ask the right questions in terms of accuracy (Paton, 2010).

The content validity of the instrument was determined in two ways. First the researcher

discussed the items in the instrument with the supervisors, lecturers from the department

and colleagues. Advice given by these people helped the researcher determine the validity

of the research instruments. The advice included suggestions, clarifications and other

inputs which were used in making necessary changes.

3.4.5 Reliability of Research Instrument

The reliability of an instrument is the measure of the degree to which a research

instrument yields consistent results or data after repeated trials (Mugenda, 2008).

Reliability of the research instrument items was determined through pilot testing, where

the responses of the subjects were checked against the research questions to establish

whether the wording and framing of the questions in the questionnaire was easily

understood and clear. The pilot testing was conducted in two secondary schools in the

neighboring Keiyo North Sub-county which did not participate in the actual study. The

sample size included two principals and 10 teachers from both schools. The area was

chosen since its secondary schools experience the same management and environmental

challenges as Keiyo South Sub-county. The Cronbach’s Coefficient Alpha was used to

determine the reliability of the questionnaire items. A reliability coefficient of 0.7 or over

was assumed to reflect the internal reliability of the instrument.

37
3.5 Description of Data Collection Procedures

The researcher obtained a letter from the Catholic University of Eastern Africa (Gaba

campus) to grant permission for conducting the research. The researcher thereafter

applied for and obtained research permit from the National Council of Science and

Technology in Nairobi before proceeding with data collection. The researcher booked

appointments with principals of the secondary schools before making a formal visit on

the respective day of the appointment. On the day of study, the researcher selected the

respondents and issued them with the questionnaires. The researcher then gave the

respondents 30 minutes to fill in the questionnaires after which the questionnaires were

collected. Respondents who had difficulty in filling the questionnaires were assisted by

the researcher before collected them. The researcher then assembled all the filled

questionnaires and interview schedule guides and thanked the respondents before leaving.

3.6 Description of Data Analysis Procedures

Mugenda (2009) defined data analysis as the process of creating order, structure and

meaning to the mass of information collected. This study adopted both qualitative and

quantitative analysis in order to achieve its objectives. The data collected was analyzed

using both descriptive and inferential statistics. In the descriptive statistics, data was

presented using frequency and percentages tables. According to Cooper (2006),

quantitative research includes an array of interpretive techniques, which seek to describe,

decode, translate, and to develop understanding through a detailed description. On the

other hand, qualitative data was categorized and reported in emergent themes in narrative

prose. According to Watson (2006), qualitative data analysis is a systematic procedure

followed in order to identify essential features, themes and categories.

38
The study’s hypotheses were tested using the multiple regression technique. This

technique was used to measure the relative influence of each independent variable based

on its covariance dependent variable. In its simplest form multiple regression analysis

involves finding the best straight-line relationship to explain how the variation in an

outcome (or dependent) variable, Y, depends on the variation in a predictor (or

independent or explanatory) variable, X. Once the relationship is estimated, it is possible

to use the equation:

Y = b0 + b1X1 + b2X2 + b3X 3 + e

Where:

X= the independent variables

X1– Human relations skills

X2 _Technical skills

X3– Conceptual skills

Y= the dependent variable (academic performance)

b= Independent Variable Coefficients e= Error margin

Like correlation, the regression analysis assumes that the relationship between the

independent and dependent variables is linear; and it’s useful in forecasting. The study

employed the use of the Statistical Package for Social Sciences (SPSS) program in data

analysis.

39
 CHAPTER FOUR

PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS

4.1 Presentation of the Findings

4.1.1 Year of Birth of the Respondents

The researcher sought to establish ages of the respondents to establish whether employees

met the right age threshold. The findings were as presented on table 4.1:

40
Table 4.1 Year of Birth of the Respondents

Year of Birth Frequency Percent

1960-1965 13 10.1
1966-1970 18 14
1971-1975 14 10.9
1976-1980 24 18.6
1981-1985 27 20.9
1986-1990 28 21.7
1991-1995 5 3.9
Total 129 100

The study revealed that Majority of the respondents (21.7 %) were born between 1986

and 1990, 20.9 % were born between 1981-1985, 18.6 % were born between 1976-1980,

14 % were born between 1966-1970, 10.9 % were between 1971-1975, 10.1 % were born

between 1960-1965 and 3.9 % were born between 1991 and 1965. These results showed

that the researcher was able to collect information from all age groups

4.1.2 Gender of the Respondents

The researcher sought to establish the gender of the respondents so as to establish

whether there was gender bias while collecting data from the respondents. The findings

were as presented on table 4.2

Table 4.2 Gender of the Respondents

Gender Frequency Percent

41
Male 79 61.2
Female 50 38.8
Total 129 100

The study revealed that 61.2 % of the respondents were male while 38.8 % were female.

The study thus indicated that majority of the respondents were male. The findings

showed that the researcher was able to obtain information from all genders.

4.1.3 Level of Education of the Respondents

The researcher sought to establish the level of education of the respondents to establish

whether they were well informed on their duties. The findings were as presented on table

4.3.

Table 4.3 Level of Education of the Respondents

Education Level Frequency Percent

Diploma 12 9.3
Higher Diploma 2 1.6
Degree 100 77.5
Masters 15 11.6
Total 129 100

The study revealed that a majority of the respondents (77.5%) were degree holders, 11.6

% had masters 9.3 % were diploma holders and 1.6% had higher diploma level education.

The findings showed that the researcher was able to obtain information from well

informed respondents.

42
4.1.4 Work Experience of the Respondents in the School

The researcher sought to establish the work experience of the respondents in the schools

they were teaching at that time. The results were then presented on table 4.4

Table 4.4 Work Experience of the Respondents

Work Experience Frequency Percent

0-3 years 66 51.2
4-6 years 29 22.5
7-10 years 12 9.3
Over 10 years 22 17.1
Total 129 100

The study revealed that majority of the respondents (51.2 %) had work experience of

between 0-3 years, 22.5 % had between 4-6 years’ work experience, 17.1 % had work

experience of over 10 years and 9.3 % had work experience of between 7-10 years in the

school. These results showed that the researcher was able to collect information from

experienced respondents who were better placed to give reliable information on the

subject matter.

4.1.5 Principal’s Human Relations and Academic Performance

The researcher sought to establish how principal’s human relations influence academic

performance. The findings were as presented in table 4.5

43
Table 4.5 Principal’s Human Relations Skills and Academic Performance

Statements SA A UD D SD M

Principal is an ineffective authoritarian F 3 13 7 53 53 1.92

% 2.3 10.1 5.4 41.1 41.1 38.4 %

The principal lacks interactive skills F 1 9 13 55 51 1.87

% 0.8 7 10.1 42.6 39.5 37.4 %

Principal is an effective communicator F 50 68 5 6 0 4.23

% 38.8 52.7 3.9 4.7 0 84.6%

The study revealed that majority of the respondents (84.6 %) were of the opinion that the

principal is an effective communicator, 38.4 % were of the opinion that the principal is an

ineffective authoritarian, while 37.4 % were of the opinion that the principal lacks

interactive skills.

The researcher further sought to get in depth information on the school principals’ human

relation skills. Table 4.6 presents the results.

Table 4.6 Principals’ Human Relations Abilities

Frequency Percent
The principal has effective conflict resolution abilities

Yes 114 88
No 15 12
How the principal communicates with staff members
Written notices on notice board 1 0.8
Staff briefings 59 45.7

44
Staff meetings 22 17.1
All the above 47 36.4
Principal’s way of interaction brings about a common understanding
Yes 118 92
No 11 8
Attitude of the Principal
Friendly 86 67
Neutral 40 31
Anti-social 3 2
Principal’s way of interaction influences academic performance
Yes 120 9
No 93 7
The principal encourages and supports team work
Yes 122 95
No 7 5
Principal’s leadership style
Listens to other’s opinions and incorporates them 111 15
Principal’s decision is final 15 12
Principal lets everyone make their own decisions 3 2
Leadership style influences academic performance
Yes 125 97
No 4 3
The study revealed that 88 % of the respondents were of the opinion that the principal has

effective conflict resolution abilities. On the way the principal communicate with staff

members, 45.7 % were of the opinion that the principal used staff briefings, 36.4 % of the

respondents said that the principal used all the above, 17.1 % were of the opinion that the

principal used staff meetings and 0.8 % said the principal used written notices on notice

boards. Most of the respondents also agreed that principal’s way of interaction bring

about common understanding. When asked about the attitude of staff and students

towards the principal out of office, 67 % were of the opinion that the principal is friendly,

31 % said that the principal is neutral and 2% were of the opinion that the principal is

anti-social. Majority of the respondents (93%) were of the opinion that interaction has

influence on student’s academic performance. 95% of the respondents held that the

45
principal encourages and supports team work. On principal’s leadership style, 86 % were

of the opinion that the principal listens to other’s opinions and incorporates them, 12 %

said that principal’s decision is final and 2 % were of the opinion that principal lets

everyone make their own decisions. Further, 97% of the respondents were of the opinion

that leadership style influences academic performance.

4.1.6 Principals’ Technical Skills and Academic Performance

The researcher sought to establish the impact of principals’ technical skills on academic

performance. The findings were presented on table 4.7:

Table 4.7 Principals’ Technical Skills and Academic Performance

Statements SA A UD D SD M
Principal employs objective standards to F 39 75 7 8 0 4.12
evaluate student performance % 31 58 5 6 0 82%

The principal rarely coordinates school F 1 17 16 61 34 2.15

schedules to concerned parties % 1 13 12 48 26 43%

The principal rarely adopts innovative ideas F 5 15 16 54 39 2.17

from other parties within the school % 4 11 12 42 31 43%
community

The results indicated that a majority of the respondents (82%) were of the opinion that

the principal employs objective standards to evaluate student performance, 43 % held that

the principal rarely adopts innovative ideas from other parties within the school

community, while 43 % were said that the principal rarely adopts innovative ideas from

46
other parties within the school community. More on the principals’ technical abilities was

collected by the researcher as presented on table 4.8

Table 4.8 Principals’ Technical Abilities

The principal offers further training opportunities when required Frequency Percent
Yes 121 94
No 8 6
Items that the principal provides during training
Finances 32 25
Time 38 29
Advice 32 25
all the above 27 21
How often the principal provides opportunities for further training
Always 50 39
Sometimes 71 55
Rarely 7 5
Never 1 1
The principal is effective in the evaluation of his juniors
Yes 112 87
No 17 13
How often the principal supervises curriculum implementation
Always 39 30
Sometimes 82 64
Never 8 6

47
The results indicated that 94 % of the respondents were of the opinion that the principals

offer opportunities for further training when it is required. On items that the principal

provides during training, 29 % of the respondents were of the opinion that the principal

offered time, 25 % of the respondents said that the principal offered finances and advice,

21 % of the respondents were of the opinion that the principal offered all of them. On the

other hand, 87% of respondents were of the opinion that the principal is effective in the

evaluation of his juniors when they are performing specialized tasks. On how often the

principal walks around the classroom to supervise curriculum implementation, majority

of the respondents (64 %) were of the opinion that the principal sometimes supervised the

classroom, 30 % were of the opinion that the principal always supervised the classroom,

while 6% of them said that the principal never supervised the classroom at all.

4.1.7 Principal’s Conceptual Skills and Academic Performance

The researcher sought to establish the impacts of principals’ conceptual Skills on

academic performance. The results were presented on table 4.9

Table 4.9 Principal’s Conceptual Skills and Academic Performance

Statements SA A UD D SD M

The principal formulates innovative ideas to F 33 74 14 7 1 4.01

meet set targets % 26 57 11 5 1 80%

The principal makes more unscheduled F 11 46 35 28 9 3.17

observations and provides feedback
% 8 36 27 22 7 63%
The principal rarely adheres to principles of F 5 5 18 66 35 2.06
effective instruction % 4 4 14 51 27 41%

48
The results indicated that a majority of the respondents (80 %) were of the opinion that

the principal formulates innovative ideas to meet set targets, 63% were of the opinion that

the principal makes more unscheduled observations and provides feedback and 40 %

were of the opinion that the principal rarely adheres to principles of effective instruction.

Table 4.10 Principal’s Conceptual Abilities

Frequency Percentage

In resource allocation, the principal views the school as a

whole and each department as important as any other
Yes 111 86
No 18 14
Principals actions during crisis
Identifies the root cause of the problem and seeks for 94 73
remedies
Looks for symptoms of the problems and tries to contain them 25 19
Punishes perceived offenders without getting to the problem's 10 8
root
The principal’s crisis management influences performance
Yes 122 95
No 7 5
The principal communicates the school's vision to all stakeholders
Yes 126 98
No 3 2
The principal's clear vision influences academic performance
Yes 125 97
No 4 3

49
The results indicated that a majority (86%) of teachers were of the opinion that in

resource allocation, the principal views the school as a whole and each department as

important as any other. On the principals’ actions during crisis, 73 % of the respondents

were of the opinion that the principal identifies the root cause of the problem and seeks

for remedies, 19 % said that the principal looks for symptoms of the problems and tries to

contain them and 8 % said that the principal punishes perceived offenders without getting

to the problem's root. 95% of the respondents were of the opinion that the principals’

actions during crisis influences academic performance. 98% of the respondents were of

the opinion that the principal is able to communicate the school's vision to all

stakeholders, while 97 % of the respondents said that the principal's clear vision

influences academic performance.

4.1.8 Results from Interview Discussions with School Principals

Before seeking responses from the principals, in line with this study’s main objective, it

was imperative to understand the kind of challenges that they met while running their

respective institutions. Accordingly, most principals expressed staffing, infrastructure and

few cases of indiscipline as their main impediment towards the full realization of their

respective school’s goals. However, some of these challenges were addressed by

employing part time teachers with approval from the BOM, fundraising and the

exploitation of CDF also helped to improve on infrastructure, while meetings with staff

and students were regularly held where concerns of indiscpline were addressed.

50
On human relation skills, most of the interviewed principals agreed that their human

relation skills influenced academic performance of their students. Under this, they held

that verbal communication through staff briefings was an effective method because

feedback was received immediately, thereby expediting redress. The principals also noted

that they employed the use of rewards, positive commentary and team building to

motivate staff and students. Delegation was also employed as seen in the division of

labour whereby deputy principals handled discipline whereas the DOS were put in charge

of academic matters. The school principals also agreed that conflicts do affect academic

performance; but if handled well and timely, concerned parties are brought together to

work in line with institutional goals and objectives.

On technical skills, most principals agreed that this helped them to supervise the teachers’

non-teaching staff. However, technical functions were usually delegated to skilled staff

and teachers thereby improving academic performance. They also agreed that capacity

building seminars and workshops for staff were often held to improve on their technical

abilities.

On conceptual skills, most of the interviewed principals first held that their respective

school did have a strategic plan. They further asserted that their conceptual skills enabled

them and other staff to formulate and implement their respective institution’s strategic

plan. Moreover, this skill ensured that school projects were properly planned for. On the

relationship between the school and their surrounding communities, majority of the

principals attested that there was interdependence between the two. They rated the mutual

relations as fair; whereby the communities depended on the schools to enroll their

children and to some extent, create employment while the schools depended on the

51
community for support and security. Finally, the principals agreed that all the three

management skills were important to produce satisfactory student outcomes. They

stressed that all the three skills complemented each other.

4.1.9 Academic Performance Indicators

The researcher sought to establish the academic performance indicators. The results were

then presented in table 4.11

Table 4.11 Academic Performance Indicators

This school posts impressive examination grades in KCSE Frequency Percent

Yes 86 67
No 43 33
The syllabus is completed on time
Yes 122 95
No 7 5
The school is highly competitive as compared to others within the region
Yes 82 64
No 47 36

The results indicated that 67 % of the respondents were of the opinion that their schools

posts impressive examination grades in KCSE, 95 % of the respondents were of the

opinion that the syllabus is completed on time and 64 % were of the opinion that the

school is highly competitive as compared to others within the region.

52
4.1.10 Principals’ Management Skills and Secondary Schools Academic

Performance (Regression Model)

Table 4.12 Principals’ Management Skills and Academic Performance (Regression

Model)

Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .832a .586 .167 .30433
a. Predictors: (Constant), conceptual skills, human relations
skills, technical skills
The model summary indicated that about 58.6% of the data could be accounted for in the

regression model (R = 0.832).

ANOVAb
Model Sum of Squares df Mean F Sig.
Square
1 Regression 2.652 3 .884 9.546 .000a
Residual 11.577 125 .093
Total 14.229 128
a. Predictors: (Constant), conceptual skills,
human relations skills, technical skills
b. Dependent Variable: d

The regression model also indicated that it was significant (p = 0.00) to mean that it had

not been computed by chance. This made the results of the regression model credible and

reliable.

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) -.206 .290 -.712 .478

53
 Human .439 .120 .311 3.655 .000
relations skills

Technical .120 .089 .115 1.350 .180

skills

Conceptual .258 .144 .155 1.793 .007

skills
a. Dependent Variable: Academic
Performance

Results from the regression model above indicated that there was a significant

relationship (p = 0.000) between the principals’ human relations skills and academic

performance. This was interpreted to mean that the principal’s ability to interact and

cooperate effectively with teachers, board of governors support staff and students had

great influence on the academic outcomes of students in secondary schools in Keiyo

South Sub-county. These findings concur with Winter (2006) who asserted that all levels

of management need human skills so that they can interact and communicate with other

people successfully. The results from this regression model also tallies with findings from

the study by Abdul and Sanaullah (2012) whereby, their regression analysis on the score

of human relation of the heads (predictor variables) was statistically significant.

Consequently, their null hypothesis stating no significant relationship between students’

achievements and linear combination of heads' managerial skills was rejected and it was

inferred that heads managerial skill of human relation has significant linear combination

and impact on students’ achievements.

The results from the regression model also indicated a significant relationship (p = 0.007)

between the principals’ conceptual skills and academic performance. This was interpreted

54
to mean that principal’s ability to understand abstract relationships, develop ideas, and

solve problems creatively significantly influenced the academic outcomes of students in

secondary schools in Keiyo South Sub-county. These findings are in tandem with Winter

(2006) observation that conceptual skills involve the formulation of ideas whereby that

skillful management who are especially those who possess conceptual ability in academic

institutions are the key determinant of their institution’s success.

However, results from this study’s regression analysis indicated that there was no

significant relationship (p = 0.180) between principals’ technical skills and academic

performance of students in secondary schools in Keiyo South Sub-county. This was

interpreted to mean that the school principals’ technical skills were not that important in

order for them to effectively manage their institutions. This could be due to the fact that

there are other specialized people in schools who are charged with this area of specialty,

and for whom the same responsibility is delegated to. These findings concur with Winter

(2006) who held that supervisors need technical skills to manage their area of specialty.

Hence, management could be relieved from technical functions so that they could

effectively satisfy the other managerial functions in their institutions.

In assessing the regression model for academic performance as per the indicators in the

study, the study evaluated the standardized coefficients of the study and illustrated the

results as indicated in the multiple linear model below;

Performance = 0.311 (Human relations skills) + 0.155 (Conceptual skills) + 0.115

(Technical skills) + e (Error Margin)

55
These results indicated that the school principals’ human relation skills are the most

important factor for the overall performance of the organization. This is also in agreement

with the findings by Winter (2006) that all levels of management need human skills so

that they can interact and communicate with other people successfully. It is this

interaction that effectively facilitated coordination among the various stakeholders which

directly influenced the individual institutional goals towards impressive academic

outcomes.

4.2 Discussion of the Findings

4.2.1 Principal’s Human Relations and Academic Performance

According to table 4.5, it is evident that the principals of secondary schools in Keiyo

South Sub-county are effective communicators, given that most respondents agreed that

they are able to communicate appropriately to teachers, students and other stakeholders in

the school. These findings are in consistent with Grissom and Loeb (2011) who held that

effective instructional leadership is blends well with good communication abilities.

Communication implies understanding, whereby clear communication occurs when the

message goes from sender to receiver and back to the sender. Grissom and Loeb noted

that skilled communicators take time to make good decisions about what information to

give and to whom at the best time. They tell the truth, clarify misconceptions, and work

to ease feelings. Skilled communicators listen with both their head and heart. They listen

to understand, not to judge or to defend, and they speak to share information needed by
56
others. They know that the best outcomes are the result of clear, honest, and focused

exchanges of ideas and information. Therefore, communication is a significant part of a

school manager's job (Grissom and Loeb, 2011).

The findings also concurs with Rosenshine (2006) who observed that most principals

employ leadership practices that could help them make appropriate decisions–for

instance, daily reviews and guided student practice. The successful principals use the

information they gather while implementing these practices to make decisions. In

addition, they do so more frequently and at more appropriate times than less successful

principals. Making appropriate instructional decisions requires knowing what to do and

when to do it. Such decision making requires constant monitoring of student

performance.

The effectiveness of the principals as good communicators is further fortified by other

key findings on their communication abilities as illustrated in table 4.6. Majority of the

respondents were of the opinion that the principals have effective conflict resolution

abilities. This implies that whenever conflicts arise in school the principal is able to come

up with strategies to resolve it amicably hence enabling a good working environment.

Majority of the respondents held that the principals communicate with staff members on

academic matters using staff briefings. The respondents also opined that the principals’

way of interaction brought a about common understanding hence facilitating teamwork

which is vital in academic performance. Moreover, majority of the respondents said that

the principals were friendly; Majority of the respondents also agreed that the principals of

secondary schools in Keiyo South Sub-county encouraged and supported team work,

whereby they leadership styles enabled them to listen to other people’s opinions and

57
incorporate them in their final decision. Summarily, all these findings agree with the

Abdul and Sanaullah (2012) study which evidently concludes that the managerial skills of

human relation of the school heads are directly related to students’ achievements. Hence,

a highly competent head in the human relations managerial skill is a very important factor

for better students’ achievements.

4.2.2 Principals’ Technical Skills and Academic Performance

According to table 4.7, most principals of secondary schools in Keiyo South Sub-county

employ objective standards to evaluate their students’ performance. These findings are in

tandem with the study by Brophy and Good (2006) which established that even trained

and experienced school managers vary widely in how they organize their schools and

present instructions. Specifically, they differ in several respects: the expectations and

achievement objectives they hold for themselves, their institutions and individual

students; how they select and design academic tasks; and, how actively they instruct and

communicate with students about academic tasks. Brophy and Good held that managers

who do these things successfully produce significantly more achievement than those who

do not, but doing them successfully demands a blend of knowledge, energy, motivation,

communication and decision making skills that many leaders do not possess. Hence,

effective teachers make instructional decisions that adjust instruction based on the needs

and performance of their students, whereas ineffective teachers present instructional

material on a random or a rigid, prescheduled basis and fail to adjust for student

performance (Brophy and Good, 2006).

58
The principals’ technical skills in employing objective standards to evaluate their

students’ performance was further reinforced by other key findings on their technical

abilities as illustrated in table 4.8. Majority of the respondents agreed that the principals

facilitated further training when it was required by allocating sufficient time to trainees.

The principals were also effective in the evaluation of their juniors while they were

performing specialized tasks. Moreover, the fact that the principals sometimes supervised

the classroom shows that the delegation function was successfully applied by the

principals.

All these findings are in agreement with Grissom and Loeb (2011) who conceived of

effective instructional leadership involves combining an understanding of the

instructional needs of the school with an ability to target resources where they are needed,

hire the best available teachers, and keep the school running smoothly.

4.2.3 Principal’s Conceptual Skills and Academic Performance

According to table 4.9, most principals of secondary schools in Keiyo South Sub-county

are able to formulate innovative ideas to meet set targets. This concurs with the study by

Raju (2011) which established that conceptual skills means the ability by the manager to

understand the complexities of the overall organization, his ability to think in abstract,

analyze work situation and his creativity and innovative ability to access the

environment. According to Raju (2011), a leader with conceptual skills works easily with

abstractions and hypothetical notions; thus, conceptual skills are central to creating a

vision and strategic plan for an organization. The principals of secondary schools in

Keiyo South Sub-county employ the mental work of shaping the meaning of institutional

59
policy issues -understanding what their respective school stands for and where it is or

should be going.

The principals’ conceptual skills in formulating innovative ideas to meet set targets were

further supported by other key findings on their conceptual abilities as illustrated in table

4.10. In resource allocation, the principals viewed their respective schools as a whole and

regarded each department as important as any other. The principals identified the root

cause of the problem and sought for remedies. Moreover, it is evident that their actions

during crisis influenced academic performance. The principals are able to communicate

their respective school's vision to all stakeholders, and this clear vision influenced

academic performance.

All theses findings further agree with Raju (2011) assertion that conceptual skill is the

ability to visualize the organization as a whole; this includes analytical, creative and

initiative skills. Conceptual skills help the manager to identify the causes of the problems

and not the symptoms; they help him solve the problems for the benefit of the entire

organization. Through their conceptual ability, the principals are able to fix goals for the

whole institution and to plan for every situation. Conclusively, conceptual skills are

mostly required by the top-level management because they spend more time in planning,

organizing and problem solving (Raju, 2011). The findings also concur with Raja1 and

Palanichamy (2011) study whose correlation and regression analysis also evidenced that

transformational leadership style is related to employees’ organizational commitment

than the transactional leadership. In this case the transformational leadership style is

directly related to staff and student commitment to institutional goals.

60
4.3 Interpretation of the Findings

4.3.1 Principal’s Human Relations Skills and Academic Performance

Findings from the study on this objective were interpreted to mean that the principals of

secondary schools in Keiyo South Sub-county are effective communicators. They

principals have effective conflict resolution abilities. The principals put academic matters

on the forefront by ensuring that communication towards the same is adhered to, and

especially through maintaining regular contact with the teaching staff as evidenced

through the regular staff briefings (see Appendix IV, Document Guide 3). Moreover, the

principals were approachable thus teachers and students were able to consult them freely

whenever they needed assistance. Lastly, the principals encouraged participative decision

making in their institutions. Summarily, all these can be summed up to imply that a

highly competent school principals in the human relations managerial skill are a very

important factor for better students’ achievements (see Appendix IV, Document Guide 1

and 2).

4.3.2 Principal’s Technical Skills and Academic Performance

On this objective, this study’s findings were interpreted to mean that principals of

secondary schools in Keiyo South Sub-county employed objective standards to evaluate

their students’ performance. Moreover, the principals offered opportunities for further

training when it was required, and they ensured that adequate time for capacity building

of staff was provided. The principals are also effective in the evaluation of their juniors

when they are performing specialized tasks, meaning that they do have adequate

technical capacity. Consequently, the principal sometimes supervised their respective

61
schools’ classrooms given that they trusted those to whom they had delegated special

duties.

4.3.2 Principal’s Conceptual Skills and Academic Performance

On the principal’s conceptual skills, findings from this study were interpreted to mean

that the principals of principals of secondary schools in Keiyo South Sub-county are able

formulate innovative ideas to meet set targets. Conceptual skills enabled the principals

and staff to implement their strategic plans in resource allocation. Thus the principals in

most secondary schools within Keiyo South Sub-county viewed their school as a whole

and each department as important as any other. Moreover, conceptual ability enabled the

principals to identify the root cause of a problem and seek for effective remedies. Thus,

principals’ actions during crisis influenced academic performance of their students.

Conclusively, the principal's of most secondary schools had a clear vision for their

respective institutions which in turn influenced their academic outcomes.

62
 CHAPTER FIVE

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of the Findings

5.1.1 Principal’s Human Relations Skills and Academic Performance

The study revealed that most respondents (84.6%) were of the opinion that the principal

is an effective communicator. Further, the study revealed that 88 % of the respondents

were of the opinion that the principal has effective conflict resolution abilities. On the

way the principal communicate with staff members, most of the respondents (45.7%)

held that the principals used staff briefings. Most of the respondents also agreed that

principals’ way of interaction bring about common understanding. Another majority

(67%) said that the principals were friendly. 95% of the respondents held that the

63
principals encouraged and supported team work. On the principals’ leadership style, 86 %

of the respondents asserted that the principals listen to others’ opinions and incorporate

them. Lastly, most of the respondents (97%) of the respondents were of the opinion that

the principal’s leadership style influences academic performance.

5.1.2 Principal’s Technical Skills and Academic Performance

On the principals’ technical skills, majority of the respondents (82%) said that the

principals employed objective standards to evaluate their students’ performance. Further

results indicated that majority of the respondents (94%) were of the opinion that the

principals offered opportunities for further training when it was required, with 29 % of

the respondents saying that the principals offered adequate time for training. Majority of

the respondents (87%) held that the principals were effective in the evaluation of their

juniors while they were performing specialized tasks. On supervision, majority of the

respondents (64 %) said that the principals sometimes supervised their respective schools’

classrooms to ensure curriculum implementation.

5.1.3 Principal’s Conceptual Skills and Academic Performance

On the principals’ conceptual skills, the study findings indicated that a majority of the

respondents (80 %) held that the principals formulate innovative ideas to meet set targets.

More results indicated that a majority (86%) of the respondents were of the opinion that

in resource allocation, the principals viewed their respective schools as a whole and each

department as important as any other. On the principals’ actions during crisis, a majority

of the respondents (73%) said that the principals identify the root cause of a problem and

seek for remedies. Majority of the respondents (95%) also said that the principals’ actions
64
during crisis influenced academic performance. 98% of the respondents also opined that

the principals were able to communicate their respective school's vision to all

stakeholders, while 97% of the respondents said that the principals’ clear vision

influenced academic outcomes in their respective institutions.

5.2 Conclusions

Effective instructional leadership is blends well with good communication abilities.

Communication implies understanding; whereby clear communication occurs when the

message goes from sender to receiver and back to the sender. Therefore, managerial skills

of human relation of the school heads are directly related to students’ achievements.

Hence, a highly competent head in the human relations managerial skill is a very

important factor for better students’ achievements.

Success in producing more significant achievement demands a blend of knowledge,

energy, motivation, communication and decision making skills that many leaders do not

possess. Thus, effective instructional leadership combines an understanding of the

instructional needs of the school with an ability to target resources where they are needed,

hire the best available teachers and keep the school running smoothly. Hence, technically

skilled educational managers make instructional decisions that adjust instruction based on

the needs and performance of their students.

Conceptual skills enable the manager to understand the complexities of the overall

organization, to think in abstract, analyze work situation and their creativity and

innovative ability to access the environment. Therefore, conceptual skills are central to

creating a vision and strategic plan for an organization. With conceptual ability, principals

65
are able to identify the causes of problems and not dwelling on their symptoms. Through

their conceptual ability, principals are able to fix goals for the whole institution. Hence,

conceptual skills are mostly required by the top-level management because they spend

more time in planning, organizing and problem solving.

5.3 Recommendations

Secondary schools principals should employ effective communication methods to achieve

a common understanding with other stake holders in their schools. It’s through sound

human relations abilities and proper coordination that key players in the school system

can improve on academic outcomes, especially with the aid of effective feedback

mechanisms. Hence proper feedback loops should be installed in the secondary school

system. School principals should therefore receive adequate training to improve on their

human relations skills.

Secondly, school principals should exploit their technical abilities to make instructional

decisions that adjust instruction based on the needs and performance of their students. On

the other hand, they should employ objective standards to evaluate their students’

performance.

Finally, school principals should employ the mental work of shaping the meaning of

institutional policy issues. They should invoke their conceptual ability to understand what

their respective schools stand for and where they are or should be headed. The principals

should view their respective schools as a whole and regard each department as important

as any other. Moreover, the principals should be able to communicate their respective

66
school's vision to all stakeholders, since a clear vision influences student academic

outcomes.

5.4 Suggestion for Further Study

This study sought to investigate the influence of school principals’ management skills on

students’ academic performance. It was confined to the principals’ human relations,

technical and conceptual skills. However, another study can be conducted to probe one

other important factor in institutional management that also has significant influence on

organizational goals; that is, leadership styles. Therefore, this study suggests that another

study be conducted to investigate the influence of principals’ leadership styles on

students’ academic achievement in secondary schools.

67
 REFERENCES

Abdul, H and Sanaullah, K.W. (2012). The Impact of Human Relation Skill of Heads’ on
Students’ Academic Achievement. Interdisciplinary Journal of Contemporary
Research in Business. Vol 3, No 12, pp. 414-419.
Archer, R.E. (1980). How to Make a Business Decision: A journal on the analysis of
Theory and Practice Management Review. Retrieved from
business.leeds.ac.uk/Cornelissen.

Aneke C. (2003). High-Performance School Buildings Resource and Strategy Guide by,
FAIA, and the Sustainable Buildings Industry Council. Washington, DC: SBIC
publishers.

Bass D. P. and Riggio C.M. (2006). What is Transformational Learning? London:

Palgrave Macmillan.

Brophy C. J. and Good L. K. (2006). Relationship between Education Facilities,

Teachers Qualifications, School Location and Academic Performance of Students
in Secondary Schools in Delta State. Unpublished PhD Thesis. Delta State
University.

Center for Collaborative Education. (2003). Day lighting in Schools, Pacific Gas &
Electric Group. Retrieved on from http://www.pge.com

Clark, M.C. (2009). Transformational Learning: New Directions. New York: Wiley and
Sons.
Grissom, J.A., Loeb, S. (2011). Triangulating Principal Effectiveness: How Perspectives
of Parents, Teachers, and Assistant Principals Identify the Central Importance of
Managerial Skills. American Educational Research Journal, Vol. 48, No. 5, pp.
1091–1123.

Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy
that refuses to fade away. Leadership and Policy in Schools, 4, 1–20.

Huma, Z. (2005). Analytical Assessment of Management Styles of Principals on Blake

and Moutons’ Grid. (Doctoral Dissertation, University of Arid Agriculture
Rawalpindi Pakistan).

Ikpeba V. (2005). Implementing Performance Management. A Hand Book for Schools.

Trowbridge, The Cromwell Press.

68
Keiyo South District Education Office (2013). K.C.S.E Results Analysis. A Report on
Educational Outcomes.
Koontz Harold and Weihrich Heinz. (1990). Essentials of Management, Praha, Czech
Republic. Victoria Publishing.

Kurgat K. I. (2008). Management of Primary and Secondary Education in Kenya’. In E.

O. Crucial Issues in the Management of Primary Education in Kenya. University
of Nairobi: NAEAP Publication.

Kothari S. P. (2006). Research methodology: Research Methods and Techniques.

KishaPrakasham ,New Delhi.

Kombo D. K and Tromp D. L. A., (2006). Proposal Writing Thesis Proposal: An

Introduction Paulines Publications.

Mugenda, O. M. and Mugenda, A.G. (2003).Research Methods: Quantitative and

Quantitative Approaches. Nairobi: Acts Press.

Marx and Darwin. (2006). contingency approach in system theory. System theory the
Trans -disciplinary study of the abstract organization of phenomena. Oxford
University Press.

Northouse, Peter G. (2007). Leadership Theory and Practice, second edition. Thousand
Oaks, CA: Sage Publications, Inc.
Nureen K.V. (2003). Report of the Staff Distribution Sub-Committee for the Formulation
of a Roadmap towards Improving Standard of Education in Delta State. New
York. McGraw Publisher.

Orodho L. (2002). Research proposal writing and review: An Introduction Paulines

Publications Horden Publishers.

Oson K. and Onen P. (2005). Research Methods: Quantitative and Quantitative

Approaches. Nairobi: Acts Press.

Oxford University. (2006). Oxford Advance Learners Dictionary (7thed.).Oxford. Oxford

University Press.

Pobywajilo J. K. (2006). Schools as Centers of Community; A Citizen's Guide for

Planning and Design for Educational Facilities. Washington, DC.

Quible K.and Griffin J. (2007). National Best Practices Manual for Building High
PerformanceSchools.Retrievedfrom http://www.nrel.gov/docs/fy08osti/31545.pdf

Raja1, A. S., Palanichamy, P. (2011). Leadership Styles and its Impact on Organizational
Commitment. Asia-Pacific Business Review, Vol. VII, No. 3, pp. 167-175.

69
Raju, S.H. (2011). Managerial Skills for Organizational Performance. Research Paper -
English Sinhgad College of Arts and commerce, Pune pp.23-27.

Robert Katz, (2005). Building Type Basics for Elementary and Secondary Schools. New
York. NY: John Wiley & Sons Publishers.

Roberts H. (2009). Fusion Building: New Trend with Some Old Roots. Retrieved on
http://www.eric.edu.gov.

Rosenshine N. and Stevens T. (2006). National Secondary Educational Resource

Workshop, Report on Technical Studies. Lagos. Asia Pacific Publishing company.

Satya R. Raju and A. Parthasarathy. (2003). Management text and cases. New Delhi
Prentice Hall.

Vaughan, E. (2009). Elementary Schools performance in the UK. UK. Steven Winter
Associates and publishers.

Von Bertalanffy L. (1964). General system theory. a multidisciplinary field in System

theory.

Watson J., (2007). Inspection, evaluation and quality assurance. The Principles of
Educational Management, Harlow, Maxwell Publishers.

Winter, J. E. V. (2006). A Comparative Study of Manpower and Physical Facilities in

Tertiary Institutions in Delta State. Unpublished M.Ed. Dissertation, Delta State
University, Abraka. Amfitop Books.

70
 APPENDIX I

INTRODUCTORY LETTER TO THE PRINCIPAL

GRACE SITONIK

BOX 3667

30100, ELDORET

THE PRINCIPAL,

…………………………………….,

…………………………………….,

Dear Sir/Madam

RE: PERMISSION TO CARRY OUT THE RESEARCH STUDY

I am studying for a Masters Degree program in Masters of Business Administration

(MBA), specializing in Strategic Management at The Catholic University of Eastern

Africa, (Gaba Campus), Eldoret. The area of interest of the study is: INFLUENCE OF

PRINCIPALS’ MANAGEMENT SKILLS ON ACADEMIC PERFORMANCE OF

SECONDARY SCHOOLS IN KEIYO SOUTH SUB COUNTY.

Kindly assist me by completing the attached questionnaire. The information you provide

is for research purposes only and will be kept strictly confidential.

Thank you for your time.

Yours sincerely

GRACE SITONIK.

71
 APPENDIX II: QUESTIONAIRE FOR TEACHERS

Please answer the following questions to the best of your knowledge. Tick where
necessary and fill where applicable.
Section A: Background Information
1. In which year were you born? ……………………………………….
2. Indicate your gender.

Male [ ]

Female [ ]
3. What is your educational level?

Diploma [ ]

Higher Diploma [ ]

Degree [ ]

Masters [ ]

Others (specify) ---------------------------------------------------

4. For how long have you worked in this school?

0 – 3 years [ ]

4 – 6 years [ ]

7 – 10 years [ ]

Over 10 years [ ]

Section B: Principals’ Human Relations Skills and Academic Performance

1. To what extent do you agree with the following statements on how principals’ human
relations skills (leadership, communication, decision making, negotiation, and counseling
abilities) influence academic performance?

Key SA – Strongly Agree, A – Agree, UD – Undecided, D – Disagree, SD – Strongly

Disagree

72
Statement SA A UD D SD
The principal is an ineffective and out-of-touch
authoritarian.
The principal lacks skills that can facilitate free
interaction with teachers and students.
The principal communicates effectively to teachers and
students which lead to better academic outcomes.

2. a) Have the principal’s conflict resolution abilities been effective in fostering good
working relationships to improve academic performance in this school?

Yes [ ] No [ ]

b) Briefly explain your answer…………………………………………………………..

3. a) How does the principal communicate with staff members on academic matters?

i. Written notices on the notice board

ii. Staff briefings

iii. Staff meetings

iv. Other…………………

b) In your own opinion, does your principal’s way of interaction in 3 (a) above
effective in bringing out a common understanding between him and the teachers?

Yes [ ] No [ ]

c) Briefly explain your answer above and how it influences academic performance in this
school?

………………………………………………………………………………………………

4. a) How can you rate the attitude of staff and students towards the principal out of
office?

i. Friendly [ ]
ii. Neutral [ ]

iii. Anti-social [ ]

73
 iv. Hostile [ ]

b) Do you think that the above has any influence on students’ academic performance?

Yes [ ] No [ ]

c) Briefly explain how the above affects academic outcomes in this school

……………………………………………………………………………………………

5. Does the principal encourage and support teamwork in this school?

Yes [ ] No [ ]

Briefly elaborate on this and how it affects academic performance in this school.

………………………………………………………………………………………………

6. a) Please tick where appropriate on your opinion about your principal’s leadership style

i. Listens to opinions of others and incorporates them in his/her final decision

ii. The principal’s decision is always final

iii. The principal lets everyone to make their own decisions as they please

b) Do you think that your principal’s leadership style above influences academic
performance?

Yes [ ] No [ ]

Please explain

………………………………………………………………………………………………

Section C: Principals’ Technical Skills and Academic Performance

1. To what extent do you agree with the following statements on the influence of
principals’ technical skills (knowledge and capabilities of the principal to perform
specialized tasks) on academic performance?

Key SA – Strongly Agree, A – Agree, UD – Undecided, D – Disagree, SD – Strongly

Disagree

74
Statement SA A UD D SD
The principal has established objective standards in order
to evaluate student performance.
The principal rarely coordinates all the school schedules
to all parties concerned.
New innovative ideas from other parties within the school
community are rarely adopted by the principal.

2. a) Does the principal offer opportunities for further training whenever it is required?

Yes [ ] No [ ]

b) Which of the following does the principal provide you with whenever you seek
further training?

i. Finances [ ]
ii. Time [ ]

iii. Advice [ ]

iv. Other…………

c) How often does the principal provide the above mentioned opportunity/s to you?

i. Always [ ]
ii. Sometimes [ ]

iii. Rarely [ ]

iv. Never [ ]

Please explain how opportunities for further training influence students’ academic
performance in this school

………………………………………………………………………………………………

3. Is the principal effective in the evaluation of his juniors when they are performing
specialized tasks?

Yes [ ] No [ ]

Briefly explain your answer

………………………………………………………………………………………………

75
4. How often does the principal visit or walk around the classroom to supervise
curriculum implementation?

a) Always
b) Sometimes

c) Never

How does this influence academic performance in this school?

………………………………………………………………………………………………

Section D: Principals’ Conceptual Skills and Academic Performance

1. To what extent do you agree with the following statements on how principals’
conceptual skills (ability to think creatively about, analyze and understand complicated
and abstract ideas) enhance academic performance?

Key SA – Strongly Agree, A – Agree, UD – Undecided, D – Disagree, SD – Strongly

Disagree

Statement SA A UD D SD
The principal formulates innovative ideas to meet set
academic targets
The principal makes more unscheduled observations and
provides immediate feedback in terms of performance
The principal rarely adheres to the principles of effective
instruction

2. In your honest opinion, do you believe that the school’s principal is able to examine a
complex issue and formulate a specific, effective course of action?

Yes [ ] No [ ]

Briefly explain your answer

………………………………………………………………………………………………

3. In allocation of resources, does the principal view the school as a whole and each
department as important as any other?

Yes [ ] No [ ]

How do you think this influences students’ academic performance in this school?
76
………………………………………………………………………………………………

4. a) Please tick where appropriate on your opinion about the principal actions in times of
crisis among staff and students?

i. Identifies the root cause of the problem and seeks for remedies [ ]

ii. Looks for symptoms of the problems and tries to contain them [ ]

iii. Punishes the perceived offenders without getting to the root of the problem [ ]

b) Do you think that the principal’s action in times of crisis influences the overall
student academic performance?

Yes [ ] No [ ]

c) Please explain
………………………………………………………………………………………

5. a) The principal is able to communicate the school’s vision to all stakeholders on

where the school should be in future

Yes [ ] No [ ]

b) Do you think that having a clear vision influences academic performance?

Yes [ ] No [ ]

c) Please elaborate

………………………………………………………………………………………………

Section E: Academic Performance Indicators

1. This school posts impressive examination grades in K.C.S.E.

Yes [ ] No [ ]

2. Teachers in this school complete the syllabus on time to allow revision which
ultimately enhances academic performance.

Yes [ ] No [ ]

3. The school is highly competitive as compared to others within the region.

Yes [ ] No [ ]

77
 THANK YOU…

APPENDIX III: INTERVIEW SCHEDULE FOR THE SCHOOL PRINCIPAL

i. How long have you been working as a principal?

ii. In your experience as school principal, do you think that your human relation skill

influence academic performance of students?

iii. As a school principal, what is the influence of your technical skills on academic

performance of your students?

iv. In what ways do your conceptual skills influence academic performance?
v. How is the relationship between this school and the community around it?
vi. In your own opinion, which among human relations skills, conceptual skills and

technical skills has the greatest influence on students’ academic performance?

Why do you think so?

78
 APPENDIX IV: DOCUMENT ANALYSIS GUIDES

GUIDE 1: KCSE MEAN GRADE RESULTS FOR THE PAST 5 YEARS

School 2009 2010 2011 2012 2013

1 4.96 4.97 4.78 5.09 4.85
2 5.138 5.12 5.87 5.37 5.77
3 4.467 4.646 5.699 6.667 6.087
4 7.6 7.831 8.131 8.178 8.001
5 4.5 4.2 5.165 4.038 4.03
6 5.9 6.18 6.29 6.16 6.62
7

GUIDE 2: MOCK EXAMINATIONS MEAN GRADE RESULTS FOR THE PAST FIVE YEARS

School 2009 2010 2011 2012 2013

1 3.71 4.29 4.55 5.43 5.10
2 7.45 7.56 7.59 7.85 7.92
3 5.08 5.30 5.54 5.20 5.77
4 4.2 4.6 5.01 5.66 4.91
5
6
7

GUIDE 3: STAFF MEETINGS HELD IN THE PAST FIVE YEARS

Key: T1= Term 1, T2 = Term 2, T3 = Term 3

School 2009 2010 2011 2012 2013

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3
79
1 2 3 2 2 3 2 3 2 2 2 2 2 3 3 2
2 6 5 2 4 5 3 3 8 3 3 3 7 8 5 4
3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
4 3 3 4 3 3 3 3 3 3 4 3 3 4 5 4
5 2 3 2 2 3 2 2 2 2 2 2 2 2 2 2
6 - - - 3 3 3 3 3 3 3 3 3 3 3 3
7 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

80