Headteachers Technical Competencies and Financial Performance: A Critical Analysis of Public Primary Schools In Narok County, Kenya

Abstract

The purpose of the study was to investigate examine headteachers’ technical competencies and financial performance in public primary schools in Narok County, Kenya. This study used the convergent mixed method research design. Data was collected using questionnaires, interviews and observation checklists. The target population was 665 headteachers, 25 Curriculum support officers and County Auditor. The study used Kothari (2004) Formula to determine the sample size which was 85 Headteachers. Purposive sampling technique was used to select the headteachers while purposive sampling and Curriculum support officers. The study adopted the Katz theory of managerial skills. Piloting was conducted in Kericho County. Validity was established by with the help of university supervisors. Split half technique and Cronbach Alpha coefficient test was used to test reliability coefficient. A score of 0.7 was acceptable. Analysis of quantitative data was by use descriptive statistics and inferential statistics with the aid of SPSS Version 23. Qualitative data collected from open ended questions was analyzed using descriptive analysis. These were analyzed through summarizing the set of observations drawn from the respondents. The study findings show that headteachers technical skills had a significant negative influence on financial performance in public primary schools in the county. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation aspect to ensure that the headteachers’ are executing their mandate as required by law and that efforts re made to ensure that promote adherence to the school administrative structure and ensure that the learning environment is child friendly, safe and conducive. The Ministry of Education should consider organizing update trainings for headteachers to enhance their technical competencies. The headteachers should consider scaling up their application of acquired communication skills; and consider putting in place strategies geared at promoting teacher preparedness in their schools.