Analysing Leadership Roles in Incentivising Teacher Performance Among Principals, Deputies, and HODs in Kenya
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Date
2023-10-15
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International Journal of Research and Analytical Reviews (IJRAR) 8
Abstract
The study aimed to examine the various approaches utilized by educational administrators, including Principals,
Deputies, and Heads of Departments (HODs), to motivate and enhance teacher performance within the context of
Kuresoi Sub-county, located in Nakuru County, Kenya. Utilizing a quantitative research approach, the study
employed closed-ended questionnaires as a data collection method. A sample size of 266 participants was chosen
for the study, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The results
of the study indicated that there were notable differences in the inclination towards specific strategies depending
on the leadership position. Deputies primarily employed formal acknowledgement strategies, such as conducting
meetings and sending out memos, while Principals showed a greater inclination towards recognizing individuals
through personal commendations. The significance of Heads of Departments (HODs) was particularly highlighted
by their emphasis on recognizing teacher achievements through individualized memoranda. This study presents a
new perspective by offering valuable insights into the nuanced strategies employed by various leadership positions
within the educational landscape of Kenya. It highlights the importance of implementing customized strategies for
acknowledgement that align with each post's distinct responsibilities and inclinations. The findings of this study
have significant implications for educational policy and leadership training programs, intending to optimize teacher
motivation and performance.