Principals’ Human Resource Management Skills and Institutional Performance in Public Secondary Schools in South Rift Region, Kenya

Principals’ Human Resource Management Skills and Institutional Performance in Public Secondary Schools in South Rift Region, Kenya

Barkwang Ngetich Stephen, Mwenda Eric, Ogembo John, Kimanthi Peter

Faculty of Education and Resource Development, Chuka University, P.O Box 109-60400, Chuka, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8110030

Received: 22 October 2024; Accepted: 28 October 2024; Published: 27 November 2024

ABSTRACT

The study sought to establish the relationship between the Principals’ human resource management skills and institutional performance in public secondary schools in the south Rift region, Kenya. It adopted descriptive cross sectional survey research design and correlational research design. Multistage sampling was used to select 166 Principals, 166 senior teachers and 4 County Quality Assurance and Standards Officers. Questionnaires and interview schedules were used to collect data from sampled respondents. Data was collected from 163 Principals, 164 Senior Teachers and 4 CQASOs giving the study a return rate of 98.51%. Qualitative data obtained was analyzed thematically while quantitative data was cleaned coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequency and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between Principals’ human resource management skills and institutional performance. It also established that some Principals are faced with a lot of challenges relating to human resources management culminating into poor institutional performance. It is therefore recommended that the Ministry of Education (MOE) in collaboration with Teachers Service Commission (TSC) should ensure that Principals are trained adequately in human resource management prior to their deployment and periodically in-serviced to enable them effectively perform their human resource management functions.

KEY WORDS: Human Resource Management Skills, Staff Motivation, Work Ethics, Performance Appraisal & Institutional performance

INTRODUCTION

Human resource management in institutions of learning is critical in the achievement of institution’s set targets by working with people in that particular institution. Human resource management ensures that an organization registers a continuous improvement in institutional performance through efficient and effective utilization of available human resources (Obi & Nwabuogookoye, 2021). The requisite human resource management skills become necessary for Principals to sufficiently carry out their human resource functions such as; planning, recruiting, selection, induction, training and development, remuneration as well as guaranteeing their health and safety. The institutions are responsible for smoothing out career paths of persons working in that particular organization in order to achieve the desired goals (Bukhuni, 2022).

The Ministry of Education in its strategic plan 2018-2022 observed that public secondary schools face a number of governance, management and accountability issues. Public secondary schools are faced by many challenges such as inadequate human resource, especially teaching and non-teaching staff (Muhindi, 2012). Simon (2017) on his part added many secondary schools were faced with inadequate instructional materials, students’ indiscipline problems and human resource challenges which negatively impacted the performance of these institutions. The study thus advised school Principals in collaboration with other stakeholders to devise strategies meant to ameliorate the challenges and improve the performance of the schools.

According to Hubbell (2007), institutional performance is undertaken to establish the quality of services rendered by the organization to its clients with due consideration of efficiency in the utilizations of inputs against outputs as well as attainments of the set goals. The providers of services in public institutions are the human resources working in those organizations. This means that public institutions are established to provide quality services to the public in an accountable manner with the aim of achieving the set goals of the organization. For public secondary schools, their performance is geared towards the provision of quality education as envisaged in the Kenyan Constitution (2010) which expects that every child has a right to access and receive quality education that which is affordable (Lundy, Orr & Shier, 2016). In this regard, schools are expected to do all that it takes to ensure that every learner enrolled attains his/her best potential.

The institutional performance in educational institutions such as secondary schools, include; students’ academic performance, financial performance, resource mobilization and human resource management among others are some of the performance matrix used in measuring performance. In secondary schools just like other public institutions, Principals play integral and central role in school performance, especially performing human resource management functions. School leaders are responsible for the human resource functions within the school which entail creating a safe and conducive learning environment, setting performance goals both for students and teachers, and overseeing the processes so that those goals are attained (Grissom, Egalite & Lindsay, 2021). The Principal is the lead administrator in secondary school charged with the responsibility of managing the school and providing leadership (Buchner, 2019). The roles played by Principals include; personnel management and public relations. The Teachers Service Commission outlines the responsibilities of Principals in the development and implementation of educational plans and policies as well as managing human resource in the institution. The TSC therefore, prescribe the requisite skills that a school Principal should possess in order to be effectively and efficiently carry out their responsibilities, such as human resource management.

The school Principal occupies a central place in the management value chain. They have routine supervisory role, coordination and management functions that relates to human resource management skills, that they are required to possess specialized knowledge, skills and experience acquired over a period of time. Simon, M. (2023) conducted a study to examine the lived experiences of new principals that influence their role as principal in a Northeast Florida school district. Principals’ experiences as classroom teachers and school coaches enabled them to be comfortable with instructional leadership role they play now as the principal. The primary role of principals as human resource managers in secondary schools include; recruitment of staff, encouraging team work among staff, empowering and encouraging them in developing their career. However, principals are faced with challenges of carrying out their roles of human resource management in secondary schools due to inadequate skills and competencies arising from lack of trainings (Obi, Z., & Nwabuogookoye, P., 2021). This study sought to determine the relationship between the Principals’ human resource management skills and institutional performance among public secondary schools in the South Rift region, Kenya.

Research Problem

The significance of human resource management skills to Principals in the management of schools help recognize the importance of organization of staff to achieve optimum productivity for the benefit of students in that institution since the services of all the human resources are directed to students. Principals’ skillful management of human resources in schools requires that the Principal organizes the personnel in such a way that there is the right number of staff with the right skills performing related and relevant tasks for the success of the institution (Prestiana & Sugito, 2021). According to Pashsyee, Talebi, and Daneshvar (2021), schools need to develop a human resource policy with guiding principles that relate to human resource management, thus determining the reward system of employees that promote institutional performance. The existing gap on human resource management skills by the Principals will generate knowledge based on the contributions on Principals’ leadership skills and other institutional performance attributes such as human resource performance as well as institutional performance with respect to public secondary schools in South Rift region, Kenya.

Research Hypothesis

The study sought to establish the statistical significant relationship between Principals’ human resource management skills and institutional performance under the following human resource management strategies:

H01: There is no statistically significant relationship between Principals’ human resource management skills on staff motivation strategies and institutional performance of public secondary schools in South Rift region, Kenya.
H02: There is no statistically significant relationship between Principals’ human resource management skills on work ethics strategies and institutional performance of public secondary schools in South Rift region, Kenya.
H03: There is no statistically significant relationship between Principals’ human resource management skills on performance appraisal strategies and institutional performance of public secondary schools in South Rift region, Kenya.

LITERATURE REVIEW

The human resource aspect is critical in the management of an organization since the operations of such institution depend majorly on the inputs of the staff as human resource. Therefore, the current study places a lot of importance in human resource management for the success of the institution, secondary school included. The requisite human resource management skills become necessary for Principals to sufficiently carry out their human resource functions such as; planning, recruitment, training and development, remuneration and exit succession. Principals’ skillful management of human resources in schools requires that the Principal organizes the personnel in such a way that there is right number of staff with the right skills for the success of the institution (Prestiana & Sugito, 2021). According to Pashsyee, Talebi, and Daneshvar (2021), schools need to develop a human resource policy with guiding principles that relate to human resource management, determining the reward system of employees that promote institution’s performance. The significance of human resource management skills to Principals in the management of schools help recognize the importance of organization of staff to achieve optimum productivity for the benefit of students in that institution since the services of all the human resources are directed to students.

Human resource management process was the main focus in a study conducted by Sukawati et al (2020) on the formula for effective human resource management processes at the basic education level. The method applied by the researchers in the study involved use of literature review. The reviewed results concluded that effective human resource management process was critical at the basic education level. Effective human resource management process involved the functions of human resource that comprised of; recruitment and placement, training and development, and promotion and compensation (Aldhuhoori, et al., 2022).

The use of intensive human resource management practices in schools was critical as observed by Bryson, Stokes and Wilkinson (2020) in their study on human resource management and institutional performance in Britain. The study used data from workplaces to compare the associations between human resource management (HRM) practices and institutional performance. The analysis exploited two aspects of the survey: cross-sectional and panel component that existed within the cross-sectional surveys. Data was collected through interviews that was conducted in 2,295 workplaces and subsequently interviewed 2,680 productive workplaces and 989 panel workplaces who had previously been interviewed. The survey weights were devised for each element of workplace to account for sample selection probabilities and observable of non-response biases (Van Wanrooy et al., 2013). Data analysis utilized survey-weighted approach. The study findings revealed that changes in data on human resource management practices influenced changes in institutional performance.

A study was conducted by Sothy (2018) to investigate the effect of human resource management practices on academic achievement of secondary schools in Phnom Penh, Cambodia. The study adopted descriptive survey research design. Data was collected by using questionnaires and interview schedules. Quantitative data was analysed descriptively and inferentially, while qualitative data was analysed thematically. The study findings revealed that human resource management practices created workforces whose contributions in improving institution’s achievement were valuable, unique, and difficult for competitors to imitate. The study also revealed that human resource management practices lead to students’ academic achievement through increased students’ enrolment, enhanced students’ learning strategies, thus achieving students’ learning outcomes. The study further revealed that clear human resource management structures, procedures, and policies strengthened the relationship between human resource management practices and students’ academic performance.

A study carried out by Chiedozie, Victor, and Sunday (2018) in Ondo State, Nigeria, examined the relationship between human resource management and students’ academic performance in secondary schools. The study adopted a correlation survey research design. The study population comprised of all teachers in public secondary schools. A multi-stage sampling method was used, involving simple random, purposive and proportional sampling techniques in selecting schools and respondents. A sample size of 100 teachers were selected to serve as respondents. The instrument used to collect data was questionnaire. The face validity of the instrument was established and reliability of the correlation co-efficient of r=0.61 was obtained. Data was analyzed using frequency counts and percentages to answer the research questions, while the research hypotheses were tested using regression inferential statistical method. The study revealed that the human resource functions influenced the students’ academic performance.

The role of school management is to improve human resource utilization as noted by Nwosu and Matashu (2022) in their study on the perceived human resource factors influencing students’ academic performance in secondary schools in North West, South Africa. The study adopted explanatory mixed-method sequential design involving collection and analysis of quantitative data, followed by the collection and analysis of qualitative data. The study used questionnaires and interview guides to collect data. Quantitative data was analysed using descriptive and inferential statistics while qualitative data applied thematic analysis. The study findings indicated that secondary schools had played a significant role in shaping the institutional performance and that human resource had influenced the students’ academic performance. The study findings also revealed that human resource factors such as pedagogical subject content knowledge and skills held by the educators influenced students’ academic performance.

The study by Lapiso and Berhanu (2019) investigated the practices and challenges of human resource development (HRD) in Secondary Schools in Hadiya Zone, Ethiopia. The main purpose of the research design was to describe the practices and challenges of human resource development of government secondary schools. The study used descriptive survey research design and applied concurrently mixed methods research which involved both quantitative and qualitative approaches. The research instrument used were questionnaire and interview schedules. Descriptive and inferential statistics as well as thematic analysis were used to analyse data. The findings of the study indicated that Human Resource Training and Development (HRTD) plan had not been incorporated in school strategic plans, objectives of Teachers Development Programme (TDP). The study findings also revealed that the practice of preparing and implementing TDP programme had been constrained by; lack of support by top management, inadequate budgetary, inappropriate selection of trainees and trainers, and insufficient allocation of time.

Human resource management skills opened avenues for teamwork among subordinate staff, where they engaged them in decision making and in the execution of managerial activities as observed by Mwita (2020) in a study on the human resource management skills by Principals of secondary schools toward effective school management at Makambako Town, Tanzania. The study adopted a case study design. According to Kothari (2004), a case study research design is a logical sequence in which the study is carried out, and that it constitutes a framework of data collection, measuring and analysis. It involves qualitative analysis that comprise of careful observation of an individual, a situation or an institution. The data was collected by use of interview schedule and documentary analysis. The analysis was done thematically. The study findings revealed that a positive perception regarding human resource management skills by Principals influenced effective school management.

The significance of human resources management on students’ academic performance was noted by Rwangabo (2017) in a study on the influence of human resource management on students’ academic performance in selected secondary schools in Nyaruguru, Rwanda. The study objectives were; assess the level of students’ academic performance, and establish the relationship between human resource management and students’ academic performance. Qualitative research approach was adopted. The target population for the study was 1908. Simple random sampling method was applied. The sample size of 96 was determined by use of Slovin’s formula. Data was collected using questionnaires and interview guide. The data was analyzed with the use of the Statistical Package for Social Sciences version 16.0 for descriptive statistics. The Spearman Correlation Coefficient was used to establish the relationship between human resource management and students’ academic performance. The study findings revealed that there was a positive relationship between human resource management and students’ academic performance.

The training and development of Principals significantly affected students’ academic performance of public secondary schools as noted by Muhoro (2015) in a study on the effect of human resource management practices on students’ academic performance in public secondary schools in Kiambu county, Kenya. The specific objectives were: establish the effect of training and development of Principals on students’ academic performance; determine the effect of management style on students’ academic performance; assess the effect of performance management on students’ academic performance; and determine the effect of compensation and reward on students’ academic performance. The study adopted descriptive survey research design. The design has an interesting attribute in establishing the relationship between variables as described and generalized principles or theory that has universal validity developed. In assessing human resource management practices and students’ academic performance, the descriptive survey design was considered suitable. The study collected data through questionnaires and interviews. Data analysis involved descriptive and inferential statistics as well as thematic analysis. The study findings revealed that training and development of Principals significantly affected students’ academic performance.

The Principals as the leaders of learning institutions were expected to assume the role of human resource managers as observed by Muthoni (2015) while examining the effectiveness of secondary school Principals in the management of human resource in Muranga County, Kenya. The study objectives were; determine the effectiveness of Principals in human resource functions; determine the challenges faced by Principals in their role of managing human resource; and propose strategies that could be used by Principals to effectively manage human resource. The study adopted a descriptive survey research design. The research instruments used to collect data were questionnaires and interview schedules. The data analysis involved descriptive and inferential statistics as well as thematic analysis. The study findings revealed that human resource functions included; planning, recruitment and selection, induction of staff, training and development as well as staff motivation. The study findings also revealed that the Principals’ resource management skills significantly influenced the effectiveness of Principals in the management of human resource in their schools.

The human management practices by Principals are critical to institutional performance as noted by Kaimenyi (2012) in a study on the effectiveness of Principals in the management of human resource in public secondary schools in Meru County, Kenya. The study objectives were; identify and examine the extent of human resource management practices, establish the level of Principals’ human resource management effectiveness, find out the challenges facing Principals in management of human resource and suggest effective strategies to address the challenges facing Principals in the management of human resource. The target population was 49 Principals, 390 teachers and 98 support staff. The sample size was 105. Data was collected using questionnaires and interview schedule. The study adopted mixed sampling methods which included simple random and purposive sampling. The quantitative data was analysed by using descriptive statistics that involved frequency counts and percentages while qualitative data was analysed by arranging the responses thematically. The study findings revealed that human resource management practices identified included; employing bottom-up management approach, consultations in decision making, motivating staff with free meals and trips, recommending for staff transfer and promotion, and encouraging staff training and development among others. The study findings also revealed that challenges facing Principals in human resource management included; negative attitude towards work by staff, lack of focus and target setting towards performance, staff indiscipline, student’s unrests and strikes, negligence of duty by some staff, inadequate finances for teaching and learning resources and staff motivation, and dilapidated school infrastructure among others. The study findings further revealed that the effectiveness of Principals in the management of human resource significantly affected the institution’s performance.

Motivation practices and employee performance are inter-related as concluded by Bukhuni (2022) in a study on the effect of human resource management practices on employees’ performance in public secondary schools in Kenya. The study objectives were: determine the effect of motivational practices on employees’ performance; identify the effect of leadership practices on employees’ performance; assess the effect of training practices on employees’ performance; and evaluate the effect of work environment practices on employees’ performance. The study adopted mixed methods with integration of qualitative and quantitative approaches. The target population were staff employees. Simple random sampling procedure as well as stratified sampling technique were used to select the respondents. The instruments that used to collect data were questionnaires and interview guide. The data analysis applied standard arithmetical tools which is used to measure the affiliation of science of managing people and their productivity levels. The study findings revealed that motivation practices had significant connection with training practices and employees’ performance. The study findings also revealed that there was a positive connection amongst motivation, leadership, training and work environment practices on employees’ performance.

Theoretical Framework

Human Capital Theory as formalized by Becker and Gerhart (1996) is the leading point of view on leadership skills development. The theory focused on the development of leadership skills in human resource as an investment. For the purpose of the study, human resource refers to human capital. The unique attribute of a human capital investment is the development of persons in the institution in order to make them productive. The acquisition and application of leadership skills impact on the institutional performance. Therefore, well equipped management with the necessary leadership and managerial skills, will ultimately result in an improved institutional performance. The Principals in public secondary schools have the control over the development and deployment of their own human capital and that schools need to align the staff competencies with labour market demands. This means that the expenditure on development of Principals’ leadership skills and proceeds on institutional performance in public secondary schools need to match. Human Capital Theory has been developed further so as to explain the life-cycle blueprint of skills development. The human capital investment is necessary for an individual in a competitive environment for the purpose of skill development and its impact on institutional performance. Principals in public secondary schools choose the investment on skill development to improve on efficiency and effectiveness of the management of schools. Therefore, leadership skills development will result in competency of Principals, and ultimately lead to better institutional performance.

METHODOLOGY

Design

The study adopted descriptive cross-sectional survey and correlational research designs. Descriptive cross-sectional was considered appropriate since it attempted to describe systematically a phenomenon, or situation, a problem, or describes attitudes towards an issue or provide information about an issue (Kumar, 2015). Similarly, correlational research design was considered appropriate since it attempted to determine the relationships between the variables of the study. It was appropriate since the study involved more than one county and the characteristics of the principals as school leaders and characteristics of the institutions were involved as mediating and moderating variables respectively. The designs solicited a lot of information relating to the variables under the study (Kothari, 2014).

Study Population and Sampling

The study population constituted principals and senior teachers from public secondary school in the study area as well as County Quality Assurance and Standards Officers (CQASOs) drawn from South Rift region Counties. The target population was 2050, comprising; 1023 principals, 1023 senior teachers and 4 CQASOs. The study sample size of 336 was calculated using the Taro Yamane sample size determination method (Nakamura et al., 2012).

Multistage sampling was used to select respondents that included, principals, senior teachers and County Quality Assurance and Standards Officers (CQASOs). It involved the use of purposive, stratified and simple random sampling technique. Purposive sampling was used to select the 4 CQASOs from each County. The remaining population were stratified as principals and senior teachers and sample quarter of 166 calculated proportionately for each population cadre. The population was further distributed based on the Counties and proportionate sample picked from each County as summarized in Table 1 based on population quarter per County.

Table 1: Sampling Grid

Information in Table 1 show the sampling Grid for each of the County involved in the study. There were 57 respondents in Narok County which included; 28 principals, 28 senior teachers from the sampled schools as well as 1 CQASO from the County out of the 345 persons targeted. Similarly, 91 respondents including 45 principals and 45 senior teachers from their schools as well as the County CQASO were sampled to participate in the study from Bomet County out of the 561 persons targeted. From Kericho county, 73 respondents including 36 Principals and 36 senior teachers from their schools as well as the County CQASO were sampled to participate in the study out of the 445 persons targeted. Finally, 115 respondents including 57 principals and 57 senior teachers from their schools as well as the county CQASO were sampled to participate in the study from Nakuru County out of the 699 persons targeted.

Instruments

Data was collected using questionnaires and interview guide each with statements on the study variables organized based on research objectives. Questionnaires which was mean for principals and senior teachers was divided into three sections; section one had statements on respondents’ demographic information, section two had statements testing objective and subjective aspects of institutional performance, while section three had statements on financial management skills. Subjective aspects of institutional performance including academic, financial and human resource performance were tested using 5 level Likert scale statements, where 1=No extent to 5=Very great extent. Similarly, Financial management skills with 3 sub-variables; mobilization of finances, utilization of funds, and financial accountability contained 5 level Likert scale statements where 1=Strongly disagree to 5=Strongly agree.

Prior to administration, the instruments were subjected to face, content and construct validity to establish if the instrument measured what was supposed to measure. Further, they were piloted among 68 principals and senior teachers in Kajiado County which comprised 20% of the study sample size of 336. Using the pilot results, Cronbach’s Alpha was used to test the reliability coefficient of the pilot data. All the items of the variables and sub-variables of the instruments were subjected to item to total correlation and exploratory factor analysis items with correlations less than 0.300 or factor loading less than 0.400 threshold adjusted.

Data Collection

Study collected quantitative and qualitative data from principals and senior teachers as well as CQASOs respectively.

Analysis

Qualitative data obtained was analyzed thematically. Findings of the study were presented through themes, descriptions and verbatim report.

Quantitative data was cleaned, coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. First they were subjected to normality, collinearity, autocorrelation and homoscedasticity test to ascertain the suitability of the data to the envisaged analysis. Normality test was based on Shapiro-Wilk test, Collinearity test was based on Variance Inflation Factors (VIF), Autocorrelation was ascertained based on Durbin-Watson test and Heteroscedasticity test of the models was based on Koenker test. In summary, diagnostic tests performed established that the data obtained met the threshold as regards normality, collinearity, autocorrelation and heteroscedasticity and therefore could be used for further analysis. Frequency and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 0.05 level of significance.

RESULTS AND DISCUSSIONS

The study sought to determine the relationship between Principals’ human resource management skills and institutional performance of public secondary schools in South Rift region, Kenya. Principals and Senior teachers sampled were provided with statements on human resource management skills and the findings were presented under the following thematic areas; staff motivation, work ethics and performance appraisal. Findings from each are presented sequentially.

Staff Motivation

The extent to which South Rift Region Principals employ target setting principles as an attribute of instructional leadership in their schools was assessed based on a set of seven Likert scaled statements. Data obtained from the Principals sampled were as summarized in Table 1.

Table 1: Adoption of Staff Motivation Strategies (Principals)

Information obtained showed that most of the sampled Principals indicated that they participate in the selection of suitable staff (89.6%), encourage staff participation in decision making process (82.2%), encourage a commensurate pay with work done (90.2%) and promote the establishment of an organizational culture (90.8%). However, fewer Principals indicated facilitating in the induction of newly employed staff (44.2%), promoting in-service training for serving staff (30.0%) and facilitating on-the-job training of staff for skills-upgrade (43.0%). The results show that a majority of the Principals (67.13%) confirmed adopting staff motivation as a human resource management strategy to ensure institutional performance. The strategy may include practices such as; job promotion, housing facilities, loan, teamwork, recognition, in-service training, performance appraisal, lunch programme and incentives (Matemba, G., 2024).

The opinion of Senior teachers was also sought on the strategy and the results were as presented in Table 2.

Table 2: Adoption of Staff Motivation Strategies (Senior Teachers)

Information obtained illustrates that most of the Senior teachers indicated that their Principals participate in the selection of suitable staff (79.5%), encourage staff participation in decision making process (83.1%), encourage a commensurate pay with work done (86.7%), and that they promote the establishment of an organizational culture (92.8%). However, fewer Senior teachers observed that their Principals facilitate the induction of newly employed staff (37.4%), promote in-service training for serving staff (38.6%), and facilitate on-the-job training of staff for skills-upgrade (43.9%). The results show that about two thirds of the sampled Senior teachers (66.0%) confirmed that their Principals had adopted staff motivation strategies which is comparable to the Principals’ assertion.

The study thus proceeded to establish the existing relationship between staff motivation as an aspect of principal’s human resource management and institutional performance. among public secondary schools in south rift region in Kenya. The sub-hypothesis formulated stated that there is no statistically significant relationship between Principals’ skills in staff motivation and institutional performance among public secondary schools in the south rift region, Kenya. Regression model used to assess the relationship yielded results as presented in Table 3 and 4.

Table 3: Relationship between Staff Motivation and Institutional Performance (Model Summary)

a. Predictors: (Constant), Staff Motivation

Information in Table 3 presents finding on the correlation between the observed and predicted values of institutional performance (dependent variable). Findings imply that 5.2% of the total variance in institutional performance (R2=0.052) could be attributed to Principals’ skills in staff motivation. This observation was found to be statistically significant, F(1,160)=8.730, p=0.004. Table 4 presents the regression coefficients.

Table 4: Relationship between Staff Motivation and Institutional Performance (Regression Coefficient)

a. Dependent Variable: Institutional performance

From Table 4, the following regression model was established

Institutional Performance = 3.551+0.205X1 P=0.004

Where X1 = Staff Motivation

β0 = 3.551, β1=0.205

The regression constant shows that when the independent variable (Staff motivation) is constant at zero, institutional performance would be positive (2.099) and significant implying that the performance of the schools would be relatively good. Findings illustrates that institutional performance would increase by 0.205 with every unit increase in skills in staff motivation, this observation being significant (t=2.955, p=0.004). Findings thus show that there exists a positive and significant relationship between Principals’ skills in staff motivation and institutional performance. Therefore, the formulated sub-hypothesis which stated that there is no statistically significant relationship between Principals’ skills in staff motivation and institutional performance among public secondary schools in the south rift region, Kenya was rejected.

Work Ethics

The extent to which South Rift Principals employ work ethics principles as an attribute of human resource management in their schools was assessed based on a set of five Likert scaled statements. Data obtained from the Principals sampled were as summarized in Table 5.

Table 5: Adoption of Work Ethics Strategies (Principals)

Information obtained show that all the sampled Principals said that they encourage delegation through shared responsibilities (100.0%), a majority indicated they encourage an ethical culture within the organization (93.3%), they encourage sensitivity to the basic needs of others (89.0%), promoted the development of human resource policy (79.1%), and promote an open climate of supportive and participatory system (89.6%). This means that most of the sampled Principals (90.2%) confirmed that they use principles of work ethics as human resource management strategy to ensure optimum institutional performance.

Opinion sought from Senior teachers on the extent of their Principals adoption of work ethics strategy were as presented in Table 6.

Table 6: Adoption of Work Ethics Strategies (Senior Teachers)

The findings show that majority of the Senior teachers observed that their Principals encourage delegation through shared responsibilities (96.4%), encourage an ethical culture within the organization (88.6%), encourage sensitivity to the basic needs of others (86.1%), and promote the development of human resource policy (69.9%). A significant proportion of the sampled Senior teachers (83.98%) confirmed that their Principals use principles of work ethics as human resource management strategy to ensure optimum institutional performance.

The study thus sought to establish the inferential relationship between Principals’ skills in work ethics and institutional performance among public secondary schools in south rift region in Kenya. The sub-hypothesis formulated stated that there is no statistically significant relationship between Principals’ skills in work ethics and institutional performance among public secondary schools in the south rift region, Kenya. Regression model used to assess the relationship yielded results as presented in Table 7 and 8.

Table 7: Relationship between Work Ethics and Institutional Performance (Model Summary)

a. Predictors: (Constant), Work Ethics

Information in Table 7 presents finding on the correlation between the observed and predicted values of institutional performance (dependent variable). Findings imply that 25.3% of the total variance in institutional performance (R2=0.253) could be attributed to Principals’ skills in work ethics. This observation was found to be statistically significant, F(1,160)=54.253, p<0.001. Table 8 presents the regression coefficients.

Table 8: Relationship between Work Ethics and Institutional Performance (Regression Coefficient)

a. Dependent Variable: Institutional performance

From Table 8, the following regression model was established

Institutional Performance = 2.624+0.389X1 P<0.001

Where X1 = Work Ethics

β0 = 2.624, β1=0.389

The regression constant shows that when the independent variable (work ethics) is constant at zero, institutional performance would be positive (2.624) and significant implying that the performance of the schools would be relatively good. Findings illustrates that institutional performance would increase by 0.389 with every unit increase in skills in work ethics, this observation being significant (t=7.366, p<0.001). Findings thus show that there exists a positive and significant relationship between Principals’ skills in work ethics and institutional performance. Therefore, the formulated sub-hypothesis which stated that there is no statistically significant relationship between work ethics and institutional performance among public secondary schools in the south rift region, Kenya was rejected.

Performance Appraisal

The extent to which Principals employ performance appraisal principles as an attribute of human resource management in their schools was assessed based on a set of seven Likert scaled statements. Data obtained from the Principals sampled were as summarized in Table 9.

Table 9: Adoption of Performance Appraisal Strategies (Principals)

Information obtained show that almost all the sampled Principals said that they encourage routine monitoring of performance (96.3%), promote a culture of commitment to work and teamwork (90.8%), have developed policies that recognize staff optimum productivity (82.2%), and encourage systems that focus on structural, operational and school strategic changes (83.4%). Similarly, a majority of the Principals indicated that they have developed clear human resource management structures, procedures, and policies (85.3%), they have put in place policies on recruitment, placement and evaluation of performance (84.0%), and that they encourage teachers’ educational beliefs on planning, instructional decisions, and classroom practices that affect performance (94.5%). This means that a majority of the sampled Principals (88.07%) confirmed that they use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance.

Opinion sought from Senior teachers on the extent of their Principals’ adoption of performance appraisal strategy were as presented in Table 10.

Table 10: Adoption of Performance Appraisal Strategies (Senior Teachers)

Data obtained show that majority of the sampled Senior teachers indicated that their Principals encourage routine monitoring of performance (94.0%), promote a culture of commitment to work and teamwork (80.1%), have developed policies that recognize staff optimum productivity (72.9%) and that they encourage systems that focus on structural, operational and school strategic changes (77.1%). Similarly, a majority of the Senior teachers indicated that their Principals have developed clear human resource management structures, procedures, and policies (76.5%), they have put in place policies on recruitment, placement and evaluation of performance (78.9%), and that they encourage teachers’ educational beliefs on planning, instructional decisions, and classroom practices that affect performance (92.2%). This means that majority of the Senior teachers (81.67%) confirmed that their Principals use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance.

The study thus sought to establish the inferential relationship between Principals’ skills in performance appraisal and institutional performance among public secondary schools in south rift region in Kenya. The sub-hypothesis formulated stated that there is no statistically significant relationship between Principals’ skills in performance appraisal and institutional performance among public secondary schools in the south rift region, Kenya. Regression model used to assess the relationship yielded results as presented in Table 10 and 11.

Table 10: Relationship between Performance Appraisal and Institutional Performance (Model Summary)

a. Predictors: (Constant), Performance Appraisal

Information in Table 10 presents finding on the correlation between the observed and predicted values of institutional performance (dependent variable). Findings imply that 25.2% of the total variance in institutional performance (R2=0.252) could be attributed to Principals’ skills in performance appraisal. This observation was found to be statistically significant, F(1,160)=53.840, p<0.001. Table 11 presents the regression coefficients.

Table 11: Relationship between Performance Appraisal and Institutional Performance (Regression Coefficient)

a. Dependent Variable: Institutional performance

From Table 11, the following regression model was established

Institutional Performance = 2.524+0.431X1 P<0.001

Where X1 = Performance Appraisal

β0 = 2.524, β1=0.431

The regression constant shows that when the independent variable (performance appraisal) is constant at zero, institutional performance would be positive (2.524) and significant implying that the performance of the schools would be relatively good. Findings illustrates that institutional performance would increase by 0.431 with every unit increase in skills in performance appraisal, this observation being significant (t=7.338, p<0.001). Findings thus show that there exists a positive and significant relationship between Principals’ skills in performance appraisal and institutional performance. Therefore, the formulated sub-hypothesis which stated performance appraisal of finances and institutional performance among public secondary schools in the south rift region, Kenya was rejected.

Relationship between Principals Human Resource Management Skills and Institutional Performance

The study finally sought to assess the relationship between principals’ human resource management practices and institutional performance. Descriptive data obtained illustrated that a majority of the Principals (67.13%) indicated adopting staff motivation as a human resource management strategy to ensure institutional performance. This was corroborated by about two thirds of the sampled Senior teachers (66.0%) confirmed that their Principals had adopted staff motivation strategies which is comparable to the Principals’ assertion. Similarly, most of the sampled Principals (90.2%) confirmed that they use principles of work ethics as human resource management strategy to ensure optimum institutional performance. This was corroborated by a significant proportion of the sampled Senior teachers (83.98%) confirmed that their Principals use principles of work ethics as human resource management strategy to ensure optimum institutional performance. Further, a majority of the sampled Principals (88.07%) confirmed that they use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance. This was supported by a majority of the Senior teachers (81.67%) confirmed that their Principals use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance. Findings imply that descriptively, a significant proportion of the principals (81.80%) embraced instructional leadership strategies, an aspect that was corroborated by more than three quarters of the sampled senior teachers (77.22%).

The study thus proceeded to assess the inferential relationship between the Principals’ human resource management skills and institutional performance in public secondary schools in the South Rift region. The hypothesis was formulated for this purpose to establish whether there existed a significant relationship between Principals’ human resource management skills and institutional performance among public secondary schools in the South Rift region, Kenya. The study tested the relationship between the strategies adopted by the Principals for human resource management skills and institutional performance. Regression model used to assess the relationship yielded results as presented in Table 12 and 13.

Table 12: Relationship between Human Resource Management Skills and Institutional Performance (Model Summary)

a. Predictors: (Constant), Human Resource Management Skills

Information in Table 12 presents finding on the correlation between the observed and predicted values of institutional performance (dependent variable). Findings imply that 27.9% of the total variance in institutional performance (R2=0.279) could be attributed to Principals’ Human Resource Management Skills. This observation was found to be statistically significant, F(1,160)=61.813 p<0.001. Table 13 presents the regression coefficients.

Table 13: Relationship between Human Resource Management Skills and Institutional Performance (Regression Coefficient)

a. Dependent Variable: Institutional performance

From Table 10, the following regression model was established

Institutional Performance = 1.952+0.584X1 P<0.001

Where X1 = Human Resource Management Skills

β0 = 1.952, β1=0.581

The regression constant shows that when the independent variable (Human Resource Management Skills) is constant at zero, institutional performance would be positive (1.952) and significant implying that the performance of the schools would be relatively good. Findings illustrates that institutional performance would increase by 0.581 with every unit increase in instruction leadership skills, this observation being significant (t=7.862, p<0.001). Findings thus show that there exists a positive and significant relationship between Principals’ Human Resource Management Skills and institutional performance. Therefore, the formulated hypothesis which stated that there is no statistically significant relationship between Principals’ Human Resource Management Skills and institutional performance among public secondary schools in the south rift region, Kenya was rejected.

Information was also sought from the CQASOs on their conception of the contribution of Principals’ human resource management skills on institutional performance especially of secondary schools within their counties. In response, interviewee C observed that;

Principals are expected to perform HR functions even though they have no formal HR training to equip them with the necessary skills to manage the schools’ teaching staff and non-teaching staff. Consequently, such Principals are faced with a lot of challenges relating to human resources management culminating into poor institutional performance.

According to interviewee D;

The HR policies and regulations provide guidance to Principals in managing the human resources in the school.

This was supported by interviewee B who observed that;

Human resource management involves monitoring of teachers’ attendance through check-in check-out register.

The findings therefore imply that interviewees believe that Principals’ human resource management skills positively contribute to institutional performance and attributed the institution’s good performance mainly to the Principals’ human resource management skills.

Discussions of the Findings

The study sought to determine the relationship between Principals’ human resource management skills and institutional performance of public secondary schools in South Rift region, Kenya. Principals and Senior teachers were provided with statements on human resource management skills strategies; staff motivation, work ethics and performance appraisal.

Descriptive findings showed that relative to staff motivation, a majority of the Principals (67.13%) were implementing staff motivation as a human resource management strategy to ensure institutional performance. This was supported by a similar proportion of Senior teachers (66.0%) who confirmed that their Principals had adopted staff motivation strategies.

With regard to work ethics, most of the sampled Principals (90.2%) indicated that they use principles of work ethics as human resource management strategy to ensure optimum institutional performance which was corroborated by a significant proportion of the sampled Senior teachers (83.98%).

Further, results on adoption of performance appraisal, majority of the sampled Principals (88.07%) indicated that they use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance which was confirmed a majority of the Senior teachers (81.67%) sampled.

The findings revealed that more than three quarters of the sampled Principals (81.8%) and Senior teachers (77.22%) confirmed adoption of human resource management strategies to ensure optimum institutional performance. Mwita (2020) in a study on the human resource management skills by Principals of secondary schools toward effective school management at Makambako Town, Tanzania found that a positive perception regarding human resource management skills by Principals for effective school management was critical.

Qualitative findings showed that Principals’ human resource management skills positively contribute to institutional performance and attributed the institutions’ good performance mainly to the Principals’ human resource management skills. A study conducted by Sothy (2018) on the effect of human resource management practices on improved academic achievement of secondary schools in Phnom Penh, Cambodia, revealed that human resource management practices created workforces whose contributions were valuable, unique, and difficult for competitors to imitate in improving institution’s achievement. The study findings also revealed that human resource management practices lead to students’ academic achievement through the increase of students’ enrollment, enhancing students’ learning development, and achieving students’ learning outcomes. The study findings further revealed that clear human resource management structures, procedures, and policies strengthened the relationship between human resource management practices and students’ academic performance.

Inferential analysis showed that Principals’ human resource management skills positively and significantly predicted institutional performance, Wald 2(1)=5.206, p=0.023, Exp(B) = 3.303. The findings also showed that Principals’ human resource management skills are positively and significantly related with institutional performance. These findings is supported by observation made by Rwangabo (2017) on the influence of human resource management on students’ academic performance in selected secondary schools in Nyaruguru, Rwanda, which established that there is a positive relationship between human resource management and students’ academic performance.

CONCLUSION

With regard to the relationship between Principals’ human resource management skills and institutional performance of public secondary schools in South Rift region, the findings showed that relative to staff motivation, majority of the Principals were implementing staff motivation as a human resource management strategy to ensure institutional performance. Further, almost all the sampled Principals indicated that they use principles of work ethics as human resource management strategy to ensure optimum institutional performance. Similarly, results on adoption of performance appraisal showed that a majority of the sampled Principals indicated that they use principles of performance appraisal as human resource management strategy to ensure optimum institutional performance.

The study findings revealed that more than three quarters of the sampled Principals and Senior teachers confirmed adoption of human resource management strategies to ensure optimum institutional performance. Qualitative findings showed that Principals’ human resource management skills positively contribute to institutional performance and attributed the institution’s good performance mainly to the Principals’ human resource management skills. Inferential analysis showed that Principals’ human resource management skills positively and significantly predicted institutional performance implying that Principals’ human resource management skills are positively and significantly related with institutional performance.

The study sought to determine the relationship between Principals’ human resource management skills and institutional performance of public secondary schools in the South Rift region, Kenya. Data obtained showed that Principals’ human resource management skills positively and significantly predicted institutional performance. It can therefore be concluded that Principals’ human resource management skills are positively and significantly related with institutional performance.

RECOMMENDATIONS

The study findings illustrated that some Principals are faced with a lot of challenges relating to human resources management culminating into poor institutional performance. This was attributed to the fact that Principals are expected to perform human resource functions even though they have no formal human resource management training to equip them with the necessary skills to manage both teaching and non-teaching staff in the school. It is recommended that the Ministry of Education in collaboration with Teachers Service Commission should ensure that Principals are trained adequately in human resource management prior to their deployment and periodically offered in-service training to enable them perform their human resource functions effectively.

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