Infrastructural Concerns Hindering The Implementation Of Performance Contracting In Public Primary Schools In Nandi – North Sub – County , Kenya

As part of the comprehensive reforms in Kenya, the Teachers Service Commission (TSC) introduced performance contracting initiatives to counter the unsatisfaction in services delivery systems. Thus, the study sought to explore the infrastructural challenges facing headteachers in the implementation of performance contracting in public primary schools in Nandi North Sub-County, Kenya. The study adopted an exploratory design with a sample size of 123 respondents sampled through stratified sampling. Data collection procedures involved the use of interviews. The headteachers are facing challenges that include inadequate training, lack ICT skills, etc. The study concluded that these concerns have impeded the implementation process and recommend that the headteachers be trained and facilitated. © 2020 Elixir All rights reserved. Elixir Leadership Mgmt. 140 (2020) 54214-54218 Leadership Management Available online at www.elixirpublishers. com (Elixir International Journal) Keter, Richard et al./ Elixir Leadership Mgmt. 140 (2020) 54214-54218 54215 Kiratu, Peter & Martin(2019) observed that performance contracting is scanty in that not all teachers understood. , some performance targets were highly ambitious to the teachers. Kiruthu(2012) established that performance contracting is influenced by organizational factors such as organizational culture, communication and leadership. Problem Statement The public education sector in several developing countries is under a growing pressure to increase the quality of its activities albeit with limited financial resources as well as detailed regulations and supervision governing the budgetary allocations (Nazarko & Šaparauskas, 2014). Thus, the use of performance contracts among public sector institutions has received accolades for achieving effectiveness and improvements in the performance of public enterprises as well as government departments (Nderi, 2013). For instance, the performance contracting processes in the public universities in Kenya has been realigned the planning, training and development of manpower, research and innovation and are geared towards the attainment of the organizational goals and by extent, support larger national goals (Nganyi, Shigogodi & Owano, 2014). Kipkenei, Ndiku, Maiyo & Cherui(2016) observed that performance contracting has been introduced to teacher training colleges in an effort to institute accountability and enhance service delivery. The performance contracting initiatives at the top management level of public institutions in Kenya faces challenges at the evaluation stage. The individuals setting the performance targets and those evaluating the progress are different and this may affect the validity of the outcomes (Mbua & Sarisar, 2014). Further, the institutional capacity to implement the contracts also influences the intended performance outcomes (Ssengooba et al., 2012). Based on terms of service for heads of public institutions they are expected to carry out performance assessment and discuss the findings with the teacher concerned for purposes of corrective action and continuous improvement (TSC, 2015), however, certain organization factors have impeded the implementation efforts (Ochoti et al., 2012). It is this assertion that informed the researcher to explore how significant are these organizational factors in influencing implementation efforts. Methodology The choice of the design was largely informed by the need to develop a rich narrative on the mentioned problem on the structural challenges facing headteachers in the implementation of performance contract in public primary schools. Therefore, the study adopted an explorative research design because the researcher used interviews as an approach to collecting on the challenge facing the implementation of the performance contracting phenomena without the imposition of preconceived notions, constructs and concepts. The study was exploratory in that it was conducted in a natural setting with an explicit objective of uncovering the phenomena of interest, variables, theory if possible, or a combination (Depoy & Gitlin, 2011). The study was carried out in six educational zones in Nandi North Sub-County in Nandi County, Kenya which has a total of 202 public primary schools. The target population for the study consisted of 202 head teachers, 202 deputy headteachers of all primary schools in Nandi North Subcounty and one TSC Sub-County. The study used 30% criteria to arrive at a sample size of 122 respondents. As suggested by Cooper and Schindler (2006) the range from 10% 30% is considered sufficient enough to be a representative sample depending on the target population. Further, 30 % was used because it gave enough sample size from which the study derived the findings. The study used a stratified sampling technique to select the study participants. First, the study classified the population into six 6 strata based on the number of zones in the sub-county. Thereafter, a simple random sampling method was applied in the selection of the respondents in each educational zones. The two research instruments namely the questionnaire and interviews were used in collecting data. Further, this form of the instrument allowed for statistical analysis to be carried describing the phenomena of interest. Interviews were carried out on key informants because it gave liberty to the researcher to ask specific questions depending on the theme and further allowed additional questions that explore research questions and objectives given the nature of events within that particular context. The study obtained content validity was obtained by the specification of the domain of a concept through a literature search and the adequate representations of the constructs through the construction of indicator items (Depoy & Gitlin, 2011). Further, the researcher used an expert in the Faculty of Education in consultation with the university supervisors in the construction of the questionnaire items and the interview schedule based on the operational variables, thereafter their inputs were incorporated in the refined instruments in the final data collection. The qualitative data generated from the interview schedules were analyzed in nature in the form of interview transcriptions and thematic analysis. The main techniques for analysing qualitative data are summarization, categorization and structuring. Once the data has been transcribed, summarized, categorized and structured, and analysed a combination of deductive and inductive approaches (Saunders et al., 2007). The quantitative data generated from the questionnaire was sorted and organized before being coded and entered into statistical software (SPSS) for analysis. The nominal and ordinal scaled data was analysed by the use of frequency table proportion (percentages) mode or frequency distribution. Once the descriptive analysis had been done, the information was presented through various ways such as bar charts, pie charts and frequency distribution. Results The study managed to collect data from 102 individuals which represented 82.93 per cent response rate and these respondents were split into 73 headteachers (71.6%) and 29 deputy headteachers (28.4%). This distribution was considered to be sufficient for the preceding analysis. Figure 1.1 Training on performance contracting Source: Research Data (2018) Workforce training The study sought to understand the perceptions of the headteachers on the concerns relating to the training of Keter, Richard et al./ Elixir Leadership Mgmt. 140 (2020) 54214-54218 54216 teachers on the performance contracting process and the respondents were required to confirm whether they had received any training touching on the performance contracting aspects. The distribution in Figure 1.1 indicates that two-thirds of the respondents had not been trained on the performance contracting aspects while only a third had been trained. When the respondents were asked to elaborate further, one respondent said that "proper training and proper communication on why performance contracting is necessary”, while another said that “more induction courses should be offered to teachers and also the targets should be simple and achievable”. “Limit the number of targets and have short but precise procedures to reduce time wastages at the cyber cafes. Train teachers on ICT usage”. According to the respondents, the whole performance contracting process is unnerving in that they are expected to formulate the objectives and set targets for review and evaluation. The process can is tedious because the teachers have not been trained on the procedure and are expected to come up with objectives and targets for use. One respondent said that, “the whole process is cumbersome and tedious as we are expected to do everything ourselves while the people at the top are seated and observing the process and thus putting us under lots of pressure”. The results show that a significant number of teachers had been training in the performance contracting process. The implementation process can be compared to a change management process which requires staff with critical knowledge and training on the performance contract. On the converse, lack of sufficient staff tends to reduce the effectiveness of the implementation efforts because the inadequacy in the human resource capacities hinders the implementation efforts by straining the human resources capabilities consequently overworking the current staff members. As observed by the Simiyu(2015) the public service sector of many Africa countries faces significant challenges in the human resource capabilities which include the insufficient number of individuals and skill deficiency coupled with the appropriate mindset and socio-psychological dispositions. According to the respondents, the implementation efforts require sufficient structures for staffing, workforce realignment and communication. The rise of the number of new monitorin