School Culture and Leadership as Correlates of Teacher Productivity in Kwara State Public Secondary Schools (Published)
This study investigated the relationship between school culture, leadership, and teacher productivity in public secondary schools in Kwara State, Nigeria. Recognizing education as a key driver of national development, the study focused on how organizational factors within school influence teachers’ performance, which is critical to achieving educational objectives. A descriptive survey research design was adopted, and a sample of 300 respondents, comprising teachers and principals from 15 public secondary schools, was selected using a multistage sampling procedure. Data was collected through two self-designed instruments: The School Culture and Leadership Questionnaire (SCLQ) and the Teacher Productivity Questionnaire (TPQ). The instruments were validated by experts in Educational Management and tested for reliability using the test-retest method, yielding coefficients of 0.84 and 0.79, respectively. Data were analyzed using descriptive statistics and Pearson’s Product Moment Correlation at a 0.05 level of significance. Findings revealed significant positive relationships between both school culture and leadership with teacher productivity, indicating that fostering a supportive, collaborative, and value-driven school environment, alongside effective, ethical, and accountable leadership, enhances teacher performance. The study concludes that strengthening school culture and leadership practices is essential for improving teacher productivity. Recommendations include providing necessary teaching resources, promoting open communication, involving teachers in decision-making, and nurturing a culture of excellence and shared values to enhance overall educational outcomes.
Keywords: Leadership, Organizational effectiveness, Public Secondary Schools, educational outcomes, school culture, teacher productivity
Relationship Between Clan Culture and Performance of Public Secondary Schools in Turbo Sub County, Kenya (Published)
Performance indicates how effectively and efficiently business strategy has been implemented. It has been associated with the extent to which organization achieves its goal. This study treated Performaance of Secondary schools in terms of achievement of national goals of education which include promotion of social, economic, technological and industrial skills assessed in terms of academic performance. The process of goal achievement involves daily organizational operations which constitute organization culture. This study sought to find out whether there is any relationship between clan culture and performance of public secondary schools in Turbo Sub-county, Kenya. The study will add knowledge to the existing literatures on clan culture and performance. It will benefit various entities and education stakeholders. The study was hinged on goal setting theory proposed by Edwin Locke, Cameroon and Queen Model. Reviewed literatures on the topic exhibited some inconsistencies which prompted this study to be conducted. Correlational research design was adopted targeting all 31 public secondary schools across Turbo Sub County. Stratified random sampling procedure was employed and self-administered questionnaires and document analysis guide were used in data collection. The sample size of 181 teachers with TSC registration and permanently employed was used. Pearson product moment correlation and regression model were utilized in data analysis. The study found positive and significant relationship between clan culture and performance of secondary schools in Turbo Sub County. The study therefore recommends the schools to nurture and embrace clan cultural traits to enhance performance of public secondary schools across Turbo Sub County, Kenya.
Keywords: Clan culture, Performance, Public Secondary Schools
Effect of Recruitment and Selection Practices on Job Satisfaction of Security Personnel in Public Secondary Schools in Baringo County, Kenya (Published)
Security officers are part of the non-teaching staff in schools and school managers expect them to be productive, dedicated, disciplined and committed to their work. Studies carried out in other countries have revealed that human resource management practices have profound effects on the job satisfaction of security personnel. Therefore, the purpose of this study was to examine the effect of human resource management practices on the job satisfaction of security personnel in public secondary schools in Baringo County, Kenya. This paper presents and discusses the research findings on the effect of recruitment and selection practices on job satisfaction of security personnel in public secondary schools in Baringo County. It targeted 508 security personnel and 169 principals in public secondary schools in Baringo County. Slovin’s formula was used to get the sample of 224 security personnel. Random sampling technique was used to select 10% of the school principals to participate in the study. A questionnaire and an interview guide were used to collect data. These research tools were validated and then tested for reliability. Cronbach Alpha was used to test reliability. The reliability of the instrument was 0.788, which was above the 0.70 threshold of acceptable reliability. Qualitative data was analysed thematically based on the objectives. Quantitative data was collected and analysed by use of both descriptive (means, percentages as well as frequencies) and inferential statistics. The inferential statistics comprised Pearson product moment correlation and multiple linear regression. The results from the research revealed that recruitment and selection practices (β2=0.322, p<0.05) had significant effect on security personnel’s job satisfaction. Therefore, recruitment and selection practices were found to be major predictors of job satisfaction. The researcher concluded that the Recruitment and selection practices were significant determinants of security personnel’s job satisfaction. It is therefore recommended that school Boards of Management should clarify the requisite skills and qualification for security personnel. They should advertise vacancies for security jobs and avoid recruiting personnel only from the school neighbourhood. They should ensure they select the right candidates for the right job.
Keywords: Baringo County, Effect, Job Satisfaction, Kenya, Public Secondary Schools, Recruitment, security personnel, selection practices