relationship between human resource management …
TRANSCRIPT
RELATIONSHIP BETWEEN HUMAN RESOURCE MANAGEMENT
PRACTICES AND QUALITY SERVICE DELIVERY IN KENYAN PUBLIC
SECONDARY SCHOOLS IN TAITA TAVETA COUNTY
MUTISO M. CHRISTINE
D53/20149/2010
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF
THE DEGREE OF MASTER IN BUSINESS ADMINISTRATION OF
KENYATTA UNIVERSITY
DECEMBER, 2013
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DECLARATION
This research project is my original work and has not been presented for a degree in any
other University.
Signature….................................................. Date: ……………………………
MUTISO M. CHRISTINE
D53/CE/20149/2010
This project has been submitted for examination with my approval as University
supervisor.
Signature: ………………………………… Date: ……………………………
J.M KILIKA, (PhD)
Lecturer,
Department of Business Administration
Kenyatta University
For and behalf of Kenyatta University
Signature………………………………… Date………………………………
MUATHE, SMA (PhD)
Chairman,
Department of Business Administration
School of Business, Kenyatta University
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DEDICATION
This research paper is lovingly dedicated to my children, Debra, Purity and Caleb
who have been my constant source of inspiration. They have given me the drive and
discipline to tackle my task with enthusiasm and determination. Without their love
and support, this project would not have been made possible.
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ACKNOWLEDGEMENT`
This study has been a long journey and I feel indebted to those who participated in their
own ways to make it a success. I thank the almighty God for his special grace and
protection over the entire period of my work. Special appreciation goes to my supervisor
Dr. James Kilika for his dedication, sincere guidance, suggestions, criticisms,
understanding and support as I prepared the research project. I also wish to acknowledge
the support that I received from my family and friends during this difficult time. I thank
my husband, Justus, for his understanding and being there for the children as I spend lots
of time away from home working on this study. Thank you mum Beatrice, dad, William,
and my brothers and sisters for cheering me up.
Once again may God bless you all!
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TABLE OF CONTENT
DECLARATION ................................................................................................................ ii
DEDICATION ................................................................................................................... iii
ACKNOWLEDGEMENT` ................................................................................................ iv
Table of content ...................................................................................................................v
List of figures ................................................................................................................... viii
List of tables ....................................................................................................................... ix
List of Abbreviations and Acronyms ...................................................................................x
Operational Definition of Terms ........................................................................................ xi
Abstract ............................................................................................................................. xii
CHAPTER ONE ................................................................................................................1
INTRODUCTION..............................................................................................................1
1.1 Background of the study ................................................................................................1
1.1.1 The Context of HRM Practice ....................................................................................4
1.1.2 HRM and Organizational Performance ......................................................................7
1.1.3 HRM Practices and Quality Service Delivery ............................................................8
1.1.4 Human Resource Practices in the Education Sector in Kenya .................................10
1.2 Statement of the Problem .............................................................................................13
1.3. Objectives of the Study ...............................................................................................14
1.3.1 General Objective .....................................................................................................14
1.3.2Specific objectives .....................................................................................................14
1.4 Research Questions ......................................................................................................14
1.5 Scope of the study ........................................................................................................15
1.6 Significance of the Study .............................................................................................15
1.7 Limitations and Delimitations of the Study .................................................................16
1.8 Assumptions of the Study ............................................................................................16
CHAPTER TWO .............................................................................................................17
LITERATURE REVIEW ...............................................................................................17
2.1. Introduction .................................................................................................................17
2.2. Theoretical Literature ..................................................................................................17
2.2.1. Best Practice Human Resources Management Theory ............................................18
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2.2.2. HRM Practices and Organization Performance Theory ..........................................18
2.2.3. The Resource Based View (RBV) ...........................................................................19
2.2.4. The Human Resource Strategy (HR) and Organization Fit Model..........................21
2.2.5. Soft and Hard Human Resource Management Approach ........................................23
2.2.6. Service Quality Model .............................................................................................24
2.3 Empirical Review.........................................................................................................31
2.3.1 Recruitment and selection .........................................................................................31
2.3.2 Training and Development .......................................................................................32
2.3.3 Compensation and Benefits Practices .......................................................................33
2.3.4 Performance Management ........................................................................................34
2.3.5 Employee Health, Safety and Welfare ......................................................................35
2.4 Summary and Gaps to be filled by the study ...............................................................36
2.5 The Conceptual Framework .........................................................................................37
CHAPTER THREE .........................................................................................................38
RESEARCH METHODOLOGY ...................................................................................38
3.1 Research Design...........................................................................................................38
3.2 The Target Population..................................................................................................38
3.3 Sampling Strategy ........................................................................................................39
3.4 Data Collection Tools ..................................................................................................40
3.5: Validity of the data .....................................................................................................40
3.6 Reliability of the research ............................................................................................40
3.7 Data Analysis ...............................................................................................................41
CHAPTER FOUR ............................................................................................................42
DATA ANALYSIS, PRESENTATION AND INTERPRETATION ..........................42
4.1 Introduction ..................................................................................................................42
4.2 Reliability Analysis ......................................................................................................42
4.3 Respondents Characteristics ........................................................................................43
4.3.1 Gender of the respondents ........................................................................................43
4.3.2: The age of Teachers .................................................................................................45
4.3.3: Level of Education ...................................................................................................46
4.3.4: School Category .......................................................................................................48
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4.3.5: School Type .............................................................................................................49
4.3.6: Years in the teaching Profession .............................................................................50
4.4 Descriptive Statistics ....................................................................................................51
4.4.1 Human Resource Recruitment and Selection ...........................................................51
4.4.2 Teacher Training and Development..........................................................................52
4.4.3 Compensation Management......................................................................................53
4.4.4 Performance Management ........................................................................................54
4.4.5 Employee Safety, Health and Welfare ......................................................................56
4.4.6 Education Sector Policy Issues .................................................................................57
4.4.7 Quality of Education Service ....................................................................................58
4.4.8 School Participation in Co-curricular Activities .......................................................61
4.4.9 Education Sector Policy Issues .................................................................................62
4.5 Inferential Analysis ......................................................................................................64
CHAPTER FIVE .............................................................................................................72
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ........72
5.1 Introduction ..................................................................................................................72
5.2 Summary of findings....................................................................................................72
5.3 Conclusions ..................................................................................................................74
5.4 Recommendations ........................................................................................................75
REFERENCES .................................................................................................................77
APPENDICES ..................................................................................................................82
APPENDIX 1: ....................................................................................................................82
RESEARCH QUESTIONNAIRE FOR TEACHERS .......................................................82
APPENDICE: 11 ...............................................................................................................89
RESEARCH QUESTIONNAIRE FOR SCHOOL PRINCIPALS ....................................90
APPENDICE; 111 .............................................................................................................94
RESEARCH QUESTIONNAIRE FOR STUDENTS .......................................................94
APPENDIX IV: RELIABILITY TEST .............................................................................96
APPENDIX V: VARIABLE-TOTAL STATISTICS ........................................................99
APPENDIX V1: TIME SCHEDULE ..............................................................................101
APPENDIX V11: BUDGET............................................................................................102
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List of figures
Figure 1: Technical and Functional Quality Model ...........................................................25
Figure 2: Gap model ..........................................................................................................26
Figure 3: Service quality Model ........................................................................................28
Figure: 4: Attribute Service Quality Model .......................................................................30
Figure 5: conceptual framework ........................................................................................37
Figure 6: Gender of Teachers ............................................................................................43
Figure 7: Gender of Principals ...........................................................................................44
Figure 8: Gender of Students .............................................................................................45
Figure 9: Age of teachers ...................................................................................................46
Figure 10: Level of education of teachers..........................................................................47
Figure 11: School category ................................................................................................48
Figure 12: School Type;.....................................................................................................49
Figure 13: Years in Teaching Profession ...........................................................................50
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List of tables
Table 3.1: Proportionate Stratified Sampling Method .......................................................39
Table 4.1: Reliability Statistics; .........................................................................................42
Table 4.2: Gender of Teachers ..........................................................................................43
Table 4.3: Gender of Principals ........................................................................................44
Table 4.4: Gender of Students; ..........................................................................................45
Table 4.5: Age of Teachers: ...............................................................................................46
Table 4.6: Level of Education:...........................................................................................47
Table 4.7: School Category; ..............................................................................................48
Table 4.8: School Type; .....................................................................................................49
Table 4.9: Years in the Teaching Profession: ....................................................................50
Table 4.10: Human Resource Recruitment and Selection .................................................51
Table 4.11: Teachers Training and Development ..............................................................52
Table 4.12: Compensation Management ...........................................................................53
Table 4.13: Performance Management ..............................................................................55
Table 4.14: Employee Safety, Health and Welfare ............................................................56
Table 4.15: Education Sector Policy Issues ...................................................................... 57
Table 4.16: Quality Education Service ..............................................................................59
Table 4.17: School performance in Co-Curricular Activities ............................................61
Table 4.18: Education Sector Policy Issues .......................................................................63
Table 4.19: Model Summary (Direct relationship) ............................................................65
Table 4.20: ANOVA (1) ....................................................................................................65
Table 4.21: Parameter Coefficients (1) ..............................................................................66
Table 4.22: Model Summary (Moderated relationship) ....................................................67
Table 4.23: ANOVA (2) ....................................................................................................67
Table 4.24: Parameter Coefficients (2) ..............................................................................68
Table 4.25: Model Summary Direct relationship ..............................................................68
Table 4.26: ANOVA (3) ....................................................................................................69
Table 4.27: Parameter Coefficients; (3) .............................................................................70
Table 4.28: Summary of the Regression Results ...............................................................71
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List of Abbreviations and Acronyms
BOG - Board of Governors
EEO - Equal Employment Opportunity
G.o.K - Government of Kenya
HRM - Human Resource Management
RBV - Resource Based View
SHRM - Society of Human Resource Management
KACC - Kenya Anti-corruption Commission
K.C.S.E. - Kenya Certificate of Secondary Education
MDGS - Millennium Development Goals
SQ - Service Quality
T & D - Training and Development
T.S.C. - Teachers Service Commission
UNESCO - United Nations Education Scientific and Cultural Organizations
PA - Performance Appraisal
P.T.A - Parents Teachers Association
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Operational Definition of Terms
Board of Governors TSC management agent at the institution level in
Public secondary schools
Human Resources The set of individuals who make up the workforce
of an organization, business sector or an economy
Human Resource Management A combination of people centered management
practices that recognizes employees as assets and
geared to creating and maintaining skillful and
committed workforce for achieving organizational
goals.
Organization Performance Comprises the actual output or results of an
Organization as measured against its intended out
puts.
Public Secondary Schools All post-primary learning institutions below tertiary
College and universities managed by the
government.
Productivity The ratio of output to one or more of the inputs used
in production. It is the measure of the efficiency of
production to increase the rate of output
„productivity provides us with a way of looking at
how efficient production units are used. In this
context how efficient and effective teachers are in
the teaching profession.
Service Quality The collective effectiveness of service performance
which determines the degree of satisfaction of a
user of the service.
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Abstract
With rapid changes in the business environment, organizations are increasingly looking at
human resources as a unique asset that can provide sustained competitive advantage.
Human resources are considered by many to be the most important assets of an
organization, yet very few employers are able to harness the full potential from their
employees. This study examined the relationship between Human Resource Management
Practices and Quality Service Delivery in Kenyan Public Secondary schools in Taita-
Taveta County. The objectives were to find out how Recruitment and Selection Practices,
Training and Development Practices, Compensation Management Practices Performance
Management systems and Employee Safety and Health influence quality service delivery.
This research reviewed the work done previously by other researchers. The review
covered both the theoretical and empirical studies and closes with a conceptual
framework and a summary of research gaps. Three main theories that guided this study
are: the Best Practice HRM theory, the HRM Practices and Organization Performance
theory and the Resource Based View (RBV). Two models of HRM namely; The Human
Resource Strategy and Organization Fit Model and the Soft and Hard HRM Approach
were used. In addition three service models namely; the Technical and Functional Quality
Model, the Gap Model and the Attribute Service Quality model were presented. The
descriptive research design was used in the methodology since it focuses on a large
population. Stratified random sampling was used to draw samples from the selected
public secondary school principals, teachers and pupils in the county. Data pertaining to
the relationship between HRM practices and quality service delivery of public secondary
school teachers was collected by use of questionnaires to obtain primary data. The coded,
tabulated and classified data was analyzed using descriptive statistics while multiple
regression analysis was used to answer the research objectives. The research findings
revealed that there was a positive relationship between quality of service and Human
Resource Recruitment and Selection as well as Performance Management. This implies
that the current Practice in HRM in Recruitment and Selection and Performance
Management positively impacts on education service quality. Regression statistical tests
showed that education sector policy issues, Training and Development, Compensation
Management and Employee Safety and Health related negatively with quality of
education service. This implies that most of the policies set up in the education sector
have not been beneficial to quality of education, Training and Development exhibited
shortcomings, there was dissatisfaction with teachers‟ compensation and that teachers felt
that their issues critical to their health and safety were not well addressed. Thus the study
concludes that taking all factors into consideration (Education sector policy issues,
Human resource recruitment and selection, Teachers training and development,
Compensation management, Performance Management and Employee safety health and
safety, the quality of education services is 1.367 as per the regression analysis. The study
recommended that recruitment and selection of teachers should be streamlined and
managed by professional Human Resource Management experts, Teacher training and
development should be improved through provision of proper framework for capacity
building in the education sector, Teachers‟ compensation needs to be addressed through
the right channels to improve their motivation, Performance management practices of
teachers need to be improved through structured approaches and finally employee safety
and health need to be re-examined in the teaching proffesion.
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CHAPTER ONE
INTRODUCTION
This chapter describes a brief background on the research. It explores the statement of the
problem, research objectives, research questions, scope of the study, and significance of the
study, limitations and assumptions of the study.
1.1 Background of the study
Human resource management (HRM) is defined as strategic and coherent approach to the
management of an organization‟s most valued assets – the people working there who
individually or collectively contribute to the achievement of its objectives, (Armstrong, 2006).
Byars and Rue, (2004) regard HRM as those activities designed to provide for an organization
with the necessary Human Resources (HR) since this represents one of its largest investments.
Much of the national income is used to compensate employees hence the value of an
organization‟s human resources frequently becomes evident when the organization is sold. Often
the purchase price is greater than the total value of the physical and financial assets. The
difference, sometimes called goodwill, partially reflects the value of an organization‟s human
resources. Senyucel, (2009) sees HRM as a combination of people centered management
practices that recognizes employees as assets and geared to creating and maintaining skillful and
committed workforce for achieving organizational goals. On the other hand Beardwell and
Claydon, (2004) regard HRM as the philosophy, policies, procedures and practices related to the
management of people within an organization.
Human Resource Practices in most organizations derive from the major roles to be carried out.
Most scholars agree that the roles fall under two main categories namely; - operational and
managerial roles. Operational roles of HRM refer to those tasks and duties performed in both
large and small organizations to provide for and coordinate human resources. They encompass a
variety of activities that significantly influence all areas of an organization. The society for
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Human Resource management (SHRM) has identified seven major functions of HRM. These
include;- Human Resource Planning, Recruitment and Selection, Human Resource Training and
Development, Compensation Management, Safety and Health, Performance Appraisal and
Employee and Labour Relations, (Byars and Rue, 2004). This study will focus on five of these
practices namely: Recruitment and Selection, HR Training and Development, Compensation
Management, Performance Management and Employee Safety and Health. Recruitment is an
arguably the most important Human Resource functions. For economic activity to take place, the
servicing of people to provide energy and creativity is essential. All the success and failures stem
from the quality of people, (Armstrong, 1996). Training and development helps employees to
become effective in their jobs. Employers depend on the quality of their employees‟ performance
to achieve organizations aims and objectives. Employees have motivated needs for development,
recognition, status and achievement that can and should be met through job satisfaction and
performances, (Shaun, 2006).
According to Cascio (2012), “Compensation which includes direct cash payment, indirect
payments in the form of employees‟ benefits and incentives to motivate employees to strive for
higher levels of productivity is a critical component of the employment relationship. It is
recompense, reward, wage or salary given by an organization to persons or a group of persons in
return to a work done, services rendered, or a contribution made towards the accomplishment of
organizational goals.” Compensation management is something organizations must take
seriously if they are to achieve competitive advantage in the market particularly the service
sectors where employees are the creators and drivers of value rather than one more factor of
production. Firms around the world are paying close attention to how much they pay, the kind of
components that this pay includes and whether they are offering competitive compensation.
Employee Safety and Health is an important concern in today‟s organizations. The main
legislation providing for the health and safety of people in the workplace is the safety, Health
and welfare at work Act. It applies to all employers, employees (including fixed term and
temporary employees) and self employed people in their workplaces. Under section 8 of the Act
the employer has a duty to ensure the employee‟s safety, health and welfare at work as far as is
reasonably practicable. The Occupational Safety and Health Act Number 15 of 2007 and revised
in 2010 provides for the safety, health and welfare of workers at work places. The obligations of
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the employer among others includes maintaining a work place in a condition that is safe and
without risks to health, provide for information, instruction, training and supervision as is
necessary to ensure the safety and health at work of every person employed.
The last operational function of HRM is that of Performance Management. Armstrong and
Baron, (1998) define it as a “strategic and integrated approach to increase the effectiveness of
organizations by improving the performance of the people who work in them, and by developing
the capabilities of teams and individual contributors”. It includes activities which ensure that
goals are consistently being met in an efficient and effective manner. It can focus on the
performance of an organization, a department, employee, or even the processes to build a
product of service. Employee performance management includes planning work and setting
expectations, continually monitoring performance, developing the capacity to perform,
periodically rating performance in a summary fashion, and rewarding good performance.
In every business organization, the performance of the employees is important in achieving
organizational goals. The success of every business organization can therefore be attributed to
how best performance management practices are carried out. It is one of the basic tools that
make workers to be very effective and active at work.
The other major Human Resource Management Practice falls under the Managerial role.
Management work is better described as part of the continuous social process that applies in an
organizational life, (Shaun, 2006). A manager is a person who has control or direction of an
institution; one who plans and directs a group of individuals and also monitors their work to take
up corrective actions where necessary. Since the early years of the first century, writers such as
Fayol and later Urwick and Brech have classified the activities of managers under the headings,
Planning, Coordinating, Controlling and Motivating. These headings demonstrate an awareness
of the primary management task of pushing work forward, adapting to changes in the
environment and overcoming obstacles, (Storey, 1995). A manager needs to assume several roles
in order to meet these challenges. Henry Mintzberg identified ten roles common to any manager
and further classified these ten roles under three groups; first is the interpersonal role where the
manager is the figurehead and hence performs ceremonial and symbolic duties, the leader; the
manager motivates and develops subordinates and promotes a proper work atmosphere, the
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Liaison; he or she develops and maintains a network of external contacts to gather information.
Second is the Informational Role; the manager is the Monitor; hence gathers internal and
external information relevant to the organization, Disseminator; he or she transmits relevant and
value based information to subordinates. Third Role is the Decisional role; in which the manager
is the Entrepreneur; designs and initiates change in the organization; as the Negotiator; the
manager deals with the negotiation activities with other organizations and individuals.
1.1.1 The Context of HRM Practice
Human resource management practices cannot be performed in isolation for there is no
organization that does exist in vacuum. The design of the HRM systems in an organization is
influenced by forces both within and outside the firm, thus managers must consider the
prevailing external and environmental conditions as well as key factors inside the organization
likely to shape the nature of HRM. In order to achieve success, organizations have to look at the
external factors affecting human resources, (Randal, 1995). External factors are those forces over
which an organization has no or little control. They include legal and political factors, labour
market conditions, competition as well as social-factors, (Susan et al, 1995). The internal
environment consists of those elements over which the firm has control or which it can use in
order to gain information that will better help in its HRM functions, (Da Group, 2004). They
include technology, organization culture and organization strategy. A discussion and
understanding of how some of the external and internal factors affect the HRM functions is
presented below.
Political and legal forces affect almost all aspects of HRM functions. Certain legislations are to
be considered before conducting a recruitment and selection process, (Mckinnon and Murphy,
2006). Politics is a changing scene and the rules and laws will change quite often. Certain
legislations are to be considered in terms of HR policies and practices such as recruitment and
selection. According to Rynes and Barber, (1990), recruitment activities regulate organizational
inputs. There is hence the need to regulate recruitment strategies such as improved wages and
working conditions in order to attract and retain employees, (Hanssens and Levien, 1983). Firms
not only have to consider the legal and political environment, they also have to put into
consideration the labor market conditions while conducting the HRM functions. Labour market
5
conditions can be characterized along several dimensions including unemployment levels, labour
diversity, and labour market structure. Unemployment levels and labour market structures have
long been recognized more recently to effectively frame out the HRM policies and practices
(Susan et al, 1995). Characteristics of labor market conditions include unemployment levels,
labor diversity and labor shortages. According to Ryne and Barber (1990), recruitment activities
regulate organizational inputs and therefore recruitment researchers have been more sensitive
than others to the potential importance of unemployment levels. Recruitment strategies vary with
unemployment levels hence are of significance impact on the Human Resource Practices for
instance, lower selection standards may mean that more training is needed, (Hanssens and
Levien, 1983).
Another important external factor that influences the HRM function is competition faced by an
organization from its competitors. In today‟s business environment, a firm tries to achieve
competitive advantage over its competitors in order to overcome the competition problem and
retain more customers than its competitors. A firm can achieve competitive advantage through
cost-leadership or differentiation strategy. To adopt either of these strategies, the firm is required
to have a highly committed and competent workforce. Hence in a growing number of
organizations‟ human resources are now viewed as a source of competitive advantage, (Dessler,
1999). Today the job market is becoming more and more competitive because organizations
want people who can really make difference by joining them. This has influenced the recruitment
and selection process among different co-oporations for instance, Price Waterhouse Coopers
believes that getting and keeping people with the right jobs, right skills and right knowledge is
critical to the success of every organization, (PWC, 2007).
The Internal environment of HRM Practices discussed hereunder comprises of technology,
organization culture and organization strategy. The technological environment is perhaps one of
the most dramatic force that shape a firm‟s HRM practices, (Zammuto and connor,1992).
According to Katzell (1994), the impact of technologies on the social dynamics within
organizations has great implications on HRM practices. Technology places an important role in
reducing costs, improving efficiency of customer access and providing relevant information to
help firms increase their productivity, (Kotler, et.al, 2004). Technology refers to systematic
6
processes for transforming inputs into usable outputs. Today employees work within integrated
communications. By linking computers, telephones, fax machines, copiers, printers and alike,
information can be passed quickly. With that information, human resource plans can be better
facilitated, decisions can be made faster, jobs can be clearly defined and communications
enhanced. Recruitment process can be conducted by posting job advert on the internet rather than
word of mouth, news papers or any other traditional way. Thus it can be understood that
technology does affect employees which in turn affects human resource plans.
Organizational culture can be defined as common patterns of beliefs, assumptions, values and
norms of behavior of human groups as represented by societies, institutions and organizations. In
today‟s diverse business environment managing culture has become inevitable. (Baker, 1980;
,Green, 1988; Kilmann; 1982; Whipp,1989) observe that HRM emphasizes the management of
culture as a central management activity while Armstrong, (1987) notes that management of
culture is an essential element of HRM. An organizational culture provides a means of enacting
the all-encompassing vision of what the organization wishes to be and offers a possible sense of
direction for its members. It also promises some way of redressing the potential conflicts
between individuals and ensures a systematic recruited and socialized individual ready to share
key organizational values. According to Bond, (1996) and Hofstede, (2001), managers and
workers differ from their counterparts in another country. Different cultures will require
difference HRM practices and organizations wishing to develop and sustain strong cultures
would need to pay particular attention to their HRM policies and practices to ensure that they are
supportive of the culture they wish to develop and that they feed through to strategic planning.
Organization strategy as an internal factor also affects HRM functions. An approach to assess the
links between strategy and HRM practices are found in the work of Miles and Snow, (1984).
They identified three strategic types and demonstrated how each type will have different HR
requirement;- one that require the HR to be developed internally, frequently involving selective
recruitment, training and strong internal promotion policies; second; strategies of firms that
experience rapid growth hence emphasize the redeployment of management and technical
resources in order to develop people who can be moved easily to undertake different
assignments. Finally is the strategy that emphasize on selecting and training the right people and
7
placing them where they can maximize their contribution to their business. Thus a link between
strategy and HRM is regarded as essential in both theory and practice.
1.1.2 HRM and Organizational Performance
The overall purpose of human resource management is to ensure that the organization is able to
achieve success through people. As Ulrich and Lake, (1990) remark: HRM systems can be a
source of organizational capabilities that allow firms to learn and capitalize on new
opportunities. Specifically, HRM is concerned with achieving objectives in attainment of
organizational effectiveness. In a constantly changing world, which requires flexible responses,
with strong competition from nearly every continent, due to increased globalization, it is
important for organizations to have some kind of competitive edge. Distinctive Human Resource
Practices shape the core competences that determine how institutions compete, (Capelli and
Crocker, 1996). Extensive research has shown that such practices can make a significant impact
on firm performance. HRM strategies aim to support programs for improving organizational
effectiveness by developing policies in such areas as knowledge management, talent
management and generally creating „a great place to work‟. Human Resources can provide a
competitive advantage to an organization due to the fact that it is valuable, rare, perfectly
inimitable and has no substitutes. Khandekar and Sharma, (2005) believe that if companies are to
survive and thrive in the global economy, they require world class human resource competences.
Critical masses of employees need to be developed in order for them to be knowledgeable or
skilled in particular technology. This can provide a potential source of competitive advantage.
Huselid, (1995) states that Human Resource Management Practices can help create a source of
sustained competitive edge. He goes on to suggest that HRM practices can significantly
contribute to a firm‟s performance if they are properly configured. The rationale behind the
argument is that effective HRM practices should be aimed at exploiting synergies among the
employees.
A considerable amount of research has been carried out to establish whether firms with a high
commitment strategy had significantly higher levels of both productivity and quality than those
with a control strategy, (Arthur, 1990; 1994). Productivity is influenced by employee motivation
whereas financial performance is influenced by employee skills, motivation and organization
8
structures, (Huselid, 1995). A research by Patterson et al, (1998) examined the link between
business performance and organization culture and use of a number of HR practices and the
outcome was that firms with high values on the index had economically and statistically high
levels of performance. A study of the impact of high performance work practices such as team
working, performance management, job rotation and sharing of business information by
Thompson, (1998) showed that the number of HR practices and the proportion of the workforce
covered appeared to be the key differentiating factor between more and less successful firms.
Purcell et al, (2003) studied 12 companies to establish how people management impacts on
organization performance. He found out that the most successful companies had a clear vision
and set of integrated values which were embedded, enduring, and collective, measured and
managed. They were concerned with sustaining performance and flexibility. Clear evidence
existed between positive attitudes towards HR policies and practices, levels of satisfaction,
motivation and commitment, and operational performance. Policy and practice implementation
(not the number of HR practices adopted) is the vital ingredient in linking people management to
business performance. The assumptions underpinning the practice of HRM are that people are
the organizations‟ key resource and organizational performance largely depends on them. If
therefore an appropriate range of HR policies and processes are developed and implemented
effectively, then HR will make substantial impact on firm performance. HRM can influence
organizational performance beforehand through hiring highly qualified, educated and skilled
people, which bring all the required and desired characteristics with them to enhance
organizational performance delivered through optimized work processes. Deleney et al, (1996)
suggested that organization could improve the quality of current employees by providing
comprehensive training and development activities, certain level of motivation through merit pay
or incentive compensation systems for achieving specific goals.
1.1.3 HRM Practices and Quality Service Delivery
Quality service delivery is an important issue for the organizational survival as customer
satisfaction has been linked to business performance and profitability, (Heskett, Jones and
Loveman, 1994). Customer satisfaction is also an important determinant of customers‟ retention
which in turn has a strong effect on profitability. Dissatisfied customers will consider taking their
9
custom elsewhere and it is widely accepted that it is five times more costly to attract new
customers than it is to retain existing ones, (Reichheid and Sasser, 1990). Service quality is
measured in four key dimensions; reliability (consistence), Assurance (how confident the
customer is about the service being provided), responsiveness (to the customers‟ demands) and
empathy for the customers, (Zelthaml and Berry, 1991). Service quality and customer
satisfaction are inarguably the two core concepts that are at the crux of the marketing theory and
practice, (Spreng and Mackony, 1996). In today‟s world of intense competition, advantage relies
on delivering high quality service that will in turn result in satisfied customers, (Shemwel et al,
1998). Therefore, there is not an iota of doubt concerning the importance of service quality and
customer satisfaction as the ultimate goals of service providers.
Organizations such as British Airways and Xerox have used HR policies and practices such as
selection and training to enhance successful service delivery systems and to increase customer
satisfaction, (Street, 1994; Tompkins, 1992). HRM policies and practices are intended to play a
critical role in the way services are delivered and in order to be successful policies are needed
which have to fit the type of service climate that the organization want to achieve. For example,
from studies of frontline employees in a bank, it was established that HRM policies were crucial
for creating a positive service climate, (Schneider et al 1985; 1993). More specifically, four main
HR themes (hiring procedures, performance feedback, internal equity of compensation and
training) were identified as correlating highly with a ‟service passion‟, (Schneider and Cox,
1992). Also pay, recruitment and training have been found to correlate with specific dimensions
of the service delivery encounter (speed, courtesy and convenience) leading to the conclusion
that HRM policies and practices are not only crucial for a service climate but should match the
type of service to be delivered, (Schneider et al, 1993). HRM policies and practices are therefore
likely to have an impact on the quality of service as the use of coherent HR strategy will enable
the selection, recruitment, training, development and reward of the most appropriate human
resources, (Frombrum, 1984). Now that customers probably have different expectations about
how different services are delivered, Davidow and Uttal, (1989) add that organizations need
employees who deliver the services in a way that meets those expectations, (Rafaeli and Sutton,
1990). Then these organizations need to implement different HR policies and practices in HRM
10
that will provide a useful starting point for identifying significant elements of HRM that
constitute the enabling HR climate, (Schuler, 1987; Huselid, 1995; Tyson ,1995).
1.1.4 Human Resource Practices in the Education Sector in Kenya
Teacher management, development and deployment have been at the heart of developmental
efforts of Kenya as a state since independence. This is exhibited in the observations of the first
Kenya education commission of 1964 which stated that “the provision of well educated, Keen,
competent, respected and contented teaching force is by far the most important contribution that
the government can make to the schools of Kenya”, (The Kenya education commission, Ominde,
1964).
It is only after the establishment of Teachers Service Commission (TSC) in 1967 that the
employment and management of teachers has been overly centralized, (TSC Act Cap 212 Laws
of Kenya). Charged with the management of all teachers employed in public education
institutions, the TSC has since had its headquarters in Nairobi with some units at provincial
district levels countrywide. Currently TSC has delegated some of its functions to Country
Directors of Education, District Education Officers, Board of Governors, Municipal Education
and Head Teachers. While a lot has been done over its 46 years of existence, in its current
structure and operation TSC still faces a number of challenges in nearly most of its functions.
Critical amongst these is political interference in the functions of the commission, blurred lines
of responsibilities with ministry of Education, lack of national register of teachers, over
centralization of teacher services and management due to partial delegation, slow and sometimes
ineffective teacher promotion and disciplinary actions as well as integrity issues. The audit report
by Kenya Anti-corruption commission, (KACC), of 2007 on TSC revealed that there exists
opportunities for corruption and corrupt practices in all areas examined. It also highlights
inefficiencies in the management and operations of the TSC.
While the above challenges would be attributed to the structural adjustment programs of the
1990s, recovery of the same has been promising. However some issues remain unresolved for
instance the 1997 government freeze of public officers which included teachers, created a
significant shortage of teachers over years. As a result, this has affected the capacity of the TSC
11
to meet its cardinal role of establishing and maintaining a teacher service adequate to the needs
of public schools in Kenya as expected by TSC Act, section 4(1). Further, it must also be noted
that the distribution of teachers across the different counties remains uneven with most women
teachers concentrated in counties with big cities such as Nairobi, Mombasa, Nakuru and Kisumu.
The working conditions of teachers have never been promising for years now. The issue of
teacher remuneration has persisted and in some instances led to strikes in order to push
government for better salaries.
The international standards recommend that one teacher should serve at most 40 students but the
situation in Kenya has seen a teacher crowded with more students in classrooms. This has
adverse effects on quality of educational experience the children can get. While TSC Act expects
TSC to recruit and employ registered teachers, (Teachers Service Commission Act, Section
4(1)a), for the last 46 years there has been no register of teachers hence leading to the challenges
the country continues to experience in terms of teacher management. Teachers‟ salaries account
for the biggest share of any government‟s expenditure in the education sector and Kenya is no
exception, (UNESCO, 2010). TSC is thus a strategic institution key in the matter of policy
development for an effective and responsive education sector. However to meet the demands of
vision 2030 and millennium development goals (MDGS), the education sector in general and
TSC must particularly reform and adopt working modalities that ensure stakeholders‟ inclusion,
transparency and accountability. The TSC under the new constitution of Kenya has been
escalated from a statutory public body to a constitutional commission, (The constitution of
Kenya, S237(1)), a development considered to be an opportune moment for education
stakeholders to come up with ideas and suggestions necessary for realignment of education
sector to the demands of the new constitution and the demand of 21st century. This change
protects the commission from undue political patronage and influence such that TSC employees
are hired through an open, competitive and objective process and that the commission should
now be run as a professional body with clear transparency and accountability measures. As a
result of the above it is hoped that the commission will now be in a position to address any
teacher management issues affecting them through participatory means.
12
As mentioned above, the other key players in the management of teachers are the head teachers
of learning institutions through delegation by the TSC. When looking at the factors within a
school, it is estimated that principals are second only to teachers in their impact on student‟s
achievement, (Seashore, et al 2010). Effective principals are more likely to provide their teachers
with support and motivation they need to be effective, (The Wallace Foundation, 2012). While
individual teachers have tremendous impact on their students‟ achievement, it takes multiple
school factors coming together to significantly improve students‟ achievement. It is in schools
that education takes place and it is there that the success or failure of the national education
objectives will be determined, (Orora, 1997). To achieve this objective, school executives are
expected to apply appropriate management to schools. The head teacher of any secondary school
has a crucial obligation in discharging management duties in the school. Therefore, the overall
management of schools rests with the head teacher working with and through the teachers to
maximize their capabilities in the profession for quality service delivery.
Quality service delivery in most Kenyan public secondary schools has been deteriorating
gradually and accountability for student test scores has become the cornerstone of education
policies. Service delivery is very essential to any organization and the human capital is critical in
this process. Teachers in public institutions encounter various problems in their teaching
profession among them being lack of motivation and recognition which is an hindrance to
excellent delivery of services in situations where job satisfaction, level of knowledge and
competence is low. Research and observations have shown that properly and well practiced
HRM practices in any given institutions translate to high productivity of its workforce. The
inverse also holds true. Labour turnover among secondary school teachers has been quite high
due to unfair appraisal systems used on them, unfavorable working conditions, unfair promotion
criteria and lack of consistent, reliable, automatic and a well defined policy of teacher handling.
This has led to a very low morale of teachers which could result to poor service delivery on the
part of the teachers as indicated in the recent past by the numerous strikes by teachers despite a
continued outcry by stakeholders about the way recruitment and selection of teachers in public
secondary schools is conducted, little has been done to assess the effectiveness of the said HR
practices. There have been many irregularities and TSC has a few times cancelled results of
some schools (Daily Nation, July, 30th, 2006 p5.col5). TSC has failed to come up with proper
13
structure for training of teachers at the operational level. Performance of students in public
secondary schools in national examinations has for a long period not been impressive for
instance in Coast region, out of 11,673 candidates in the last 5 years, only 3,637(31%) managed
grade C and above. Taita -Taveta County has not been spared of this dwindling standard of
education.
1.2 Statement of the Problem
Several studies conducted in different contexts show that there is need to demonstrate the
relationship between HRM practices and Quality Service Delivery. In a study conducted in Taita
Taveta districts, BOGs‟ panel members were found to have vested interests and preferred a
candidate of their choice or from their community given undue advantage over choices, (Nzuvu,
2004). In a paper published by staff in the school of education, Moi University Sang and Otunga
(2006) found that the recruitment and selection of teachers by BOG‟s was inefficient and subject
to manipulation. The government annual progress Report of 2004; 2005 noted that interference
by interested parties complicates the hiring process of teachers by BOG‟s. In a research paper on
performance related pay written by Dr. Kathy Monks and Ms A Kelly, the objectives of
introducing a performance related pay can have significant impact on the success of a firm or
otherwise.
Odhiambo, (2005) researched on Teacher appraisal; the experience of Kenyan secondary school
teachers. His findings indicate that teacher appraisal policies and practices in Kenyan secondary
schools exhibit weaknesses which need to be urgently addressed for improved quality teaching
and education in Kenya. His findings are further supported by the Kenya Anticorruption
Commission (KAC) who did an investigation recently into the operations of the TSC and
recommended that the commission should institute a performance appraisal system with clearly
set standards, (Saturday Nation August 11, 2007). Ngolovoi, (2001) did a research on perceived
social and psychological effects of performance appraisal in selected international donor
organizations in Kenya. The results indicated that performance appraisal brings about increased
confidence levels among employees, rivalry between the management and employees
dissatisfaction and eagerness to find out how they are rated by their supervisors. These Past
studies even though have attempted to look at a single HRM practice, have fallen short by not
14
adopting an integrated approach in line with the expectations of the strategic HRM Paradigm. In
addition, the studies have not attempted to show any possible relationship existing between
integrated HRM practices and quality service delivery. Thus the purpose of this study was to
establish the relationship between integrated HRM Practices and the level of quality service
delivery in the education sector in Kenya, specifically Taita -Taveta County.
1.3. Objectives of the Study
1.3.1 General Objective
The main purpose of the study was to assess the relationship between HRM practices and quality
service delivery in Kenyan public secondary schools in Taita – Taveta County.
1.3.2Specific objectives
i) To find out how Recruitment and selection practices relate to quality service delivery among
public secondary schools in Kenya.
ii) To determine how teacher training and development practices influence quality service
delivery in Kenyan public secondary schools.
iii) To identify how compensation management practices of teachers relate to quality service
delivery among public secondary schools.
iv) To establish the extent to which the current teacher performance management systems
influence quality service delivery among schools.
v) To investigate how employee safety and health procedures affect quality service delivery in
public Secondary schools.
1.4 Research Questions
i) How do Recruitment and selection practices relate to quality service delivery among
public secondary schools in Kenya?
15
ii) How does teacher training and development influence quality service delivery in Kenyan
Public Secondary schools?
iii) How do compensation management practices of teachers relate to quality service delivery
among the public secondary schools in the county?
iv) To what extent do the current teacher performance management systems influence
quality service delivery of teachers among public secondary schools within the county?
v) How does employee safety and health, procedures affect quality service delivery of
teachers in Kenya?
1.5 Scope of the study
This study covered the teaching profession that entails secondary school teachers in Taita –
Taveta County which was formerly a constituent of Coast Province situated to the South West. It
borders Tana River, Kitui and Makueni to the North, Kwale and Kilifi Districts to the East,
Kajiado District to the North-West and the republic of Tanzania to the South -West. It has been
recently subdivided into Voi, Wundanyi, Mwatate and Taveta Districts.
1.6 Significance of the Study
The results of this study would be significant to a number of stakeholders in the Government of
Kenya (GoK) such as the Teachers service commission, Teacher Training Institutions, Investors,
school Principals/Head Teachers, employees, Researchers and scholars.
The Teachers Service Commission (TSC) is the employer of public high school teachers. The
study is expected to provide TSC with information which can be used in establishing proper
policy guidelines concerning Human Resource Practices for an efficient and effective
management of Kenyan Secondary School teachers. The study is expected to provide TSC with
information for the formulation of ideal training programs for teachers, determine the teachers
that need promotions, guidance and counseling, training and development, transfers, dismissals,
demotions among others.
16
The Ministry of Education in conjunction with the TSC may endeavor to review and revise all
governance and management structures across the sector and linkages between them to ensure
that they are fit for purpose. It may also enable the policy makers in the education sector to make
better decisions regarding the employees‟ involvement in the design, implementation of
performance appraisal systems and review.
The study would also provide useful information to researchers and scholars on the existing gaps
in the Human Resource management practices in the education sector. The findings could serve
as a baseline data to assist Head teachers or principals of public secondary schools to discover
the importance of HR training programmes which would improve on their interpersonal skills,
their sense of fairness and their humanity in dealing with teachers.
1.7 Limitations and Delimitations of the Study
The following limitations were encountered during the study;-
i) Time constraint – the period within which this study was expected to be completed (two
and a half months) was not fully sufficient. The researcher thus had to work within a very
constrained time period and also involved field research assistants.
ii) Financial constraint- the money required for the successful completion of the research was
the researchers own resources and thus proper sampling was done to reduce the costs.
iii) Study population – it was not possible to study the whole population for full information
gathering therefore a representative sample of the whole population through stratified
random sampling technique was applied.
1.8 Assumptions of the Study
The study based on the following Assumptions:
i) That there are identifiable Human Resource Management Practices that influence quality
service delivery in the education sector.
ii) That the respondents in the selected schools were free and hence provided honest, reliable
and accurate responses as required.
iii) Also it was assumed that the theoretical foundation of the study was sound and an accurate
reflection of the phenomena being studied.
17
CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
Over the past decade, the way in which people are managed and developed at work has become
to be recognized as the primary factors in achieving improvement in organizational performance,
(BQF, 1998; Marchington, and Wilkinson, 1997; Philips, 1997). This is reflected by popular
idioms such as people are our most important asset,‟ (Accenture, 2001).
From the review of the extant literature, it is acknowledged that successful organizations share a
fundamental philosophy of valuing and investing in their employees, (Anand, 1997; Maguire,
1995). Infact several research studies have described human resource as a means of achieving
competitive advantage, (Delery, 1998; Huselid; 1996; Pfeffer; 1994; Walker, 2001).
The literature review shall give an overview of literature related to the relationship between
HRM practices and quality service delivery in Kenyan public secondary school in Taita- Taveta
County. The literature material sources are the internet¸ text books‟ abstracts, periodicals,
theses, dissertations, reference books, scholarly journals, government reports and conference
papers. The review shall cover both the theoretical and empirical studies. The chapter closes with
a conceptual framework and a summary of research gaps which shows the need for the study.
2.2. Theoretical Literature
The study will be guided by three main theories of HRM. The best practice HRM theory, HRM
practices and organization performance theory and the resource based view (RBV). Two models
of HRM namely; The Human Resource Strategy and Organization fit model and the soft and
hard HRM model will be discussed. Three service quality models shall also be presented;
Technical and functional quality model, the Gap Model, and the attribute service quality model.
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2.2.1. Best Practice Human Resources Management Theory
The characteristics of the „soft‟ model of HRM are very similar to those that are under the HRM
„best practice‟. Johnson, (2000) suggests that the underlying guiding principle of best practice is
the valuing and rewarding of employee performance. After extensive research, Huselid, (1995)
developed a list of 13 “High performance work characteristics” that he believed constituted best
practice HRM. Pfeffer, (1998) drawing heavily from this previous work done by Huselid,
outlined seven best practices of successful organizations which included such things as
employment security, selective hiring of new personnel, self-managed teams, decentralized high
compensation relative to performance, extensive training, reduction in barriers and extensive
sharing of financial and performance information.
However Guest, (1999) and others have questioned the basis of some of the universal claims
made about the connection between HRM strategies and organizational performance. They
report that they are not convinced by the idea that there is a general prescription of HRM
intervention that can be applied in any organization, irrespective of context and priorities with
the likelihood of a similar level of response and results, (Guest, 1999). Although there is still
debate between HRM practitioners as to what common sense meaning; literally the methods and
techniques which produce superior results in HRM, (Price, 2004). Therefore, activities that are
designed to empower and develop the employee in addition to positively affect the bottom line of
the organization are considered „best practice‟, (Edgar, 2003). A recent study carried out in New
Zealand firm resulted in contrasting results. Stablein and Geare, (1993) conducted a study
investigating the commonality of best practice HRM activities in New Zealand organizations.
Examining different functions of the organizations such as salary, administration and
employment, results showed that based on EEO (Equal Employment Opportunity), most sectors
tended to be very good at utilizing HRM best practices to activities within the firm and that much
improvement was required to get business up to the levels of HRM best practice utilized abroad.
2.2.2. HRM Practices and Organization Performance Theory
The impact that HRM policies and practices have on the overall firm performance is very
important in terms of human resources management, (Huselid, 1995). Essentially, the main goal
of all firms is to consistently maximize and improve their bottom line. Many managers see
19
human resource management as an integral part of this, while others have questioned its validity.
Wright and Mcmahan, (1992) support this when they state that human resources can provide a
source of competitive advantage. They highlight the importance that human resources are crucial
in the creation of firm specific competitive advantage. However, the effectiveness of even the
most highly skilled employees will be limited if they are not motivated to perform. Bailey,
(1993) also alluded to the fact that the contribution of a highly skilled and motivated workforce
will be drastically reduced, if jobs are structured in such a way that employees do not have the
opportunity to use their skills and knowledge to design new and improved ways of performing
the tasks. In order to ensure that employees are not underutilized, organizations will employ
HRM practices to motivate staff and encourage participation and contribution. Firms may
motivate employees by using performance appraisals that assess individual or group performance
and linking these appraisals with incentive compensation schemes and internal promotion
systems, (Huselid, 1995).
This theoretical literature clearly outlines that HRM practices can affect individual employee‟s
performance through their influence over employees‟ skills and motivation and through
organizational structures that allow employees to improve how their jobs are performed.
Therefore, Huselid, (1995) states that according to this theory a firm‟s HRM practices should be
related to at least two dimensions of its performance. Firstly, if superior HRM practices increase
employees‟ contribution to the organization, this should directly affect outcomes that employees
have direct control over, such as turnover and productivity. This should in turn increase the
corporate financial performance.
2.2.3. The Resource Based View (RBV)
This theory derives from the idea of economist Edith Penrose. The mains tray of this theory of
the firm is that resources including employees systems and business partners are combined into
ways of working which are rare, inimitable, valuable and non substitutable so that they become
resources of competitive advantage, (Shaun Tyson, 2006). HR systems create the human capital
pool of skilled people so that they can sustain what Wright et al, (2001) described as strategically
relevant behaviors. The Resource-Based Approach focuses on internal resources that are viewed
20
as the principal factor for a sustainable competitive advantage. In effect, the value brought by
human resource is the core of this approach where flexibility is optimized in order to reduce
costs and increases efficiency. Human resources, by adding value, uniqueness and the most
effective way to use resources, tend to increase the competitive advantage of a company in
comparison to another, (Miller and Shamsie, 1996; Porter, 1991). The (R.B.V) tends to ignore
the baseline of specific industries as it takes into account the differences of firms in the same
sector as a competitive advantage. However, competitive advantages are gained by the
rightsizing process, (Hamel and prahalad, 1993), which implies that an organization obtains
more output from its existing resources and optimizes the way in which they are used. Therefore,
it is the way in which these resources are used, along with the same baseline in an industry,
which create the competitive advantages rather than the differences between firms.
In the (RBV) of HR strategy, managers seek to gain a competitive advantage through the quality
of the people employed. The basic requirement to trade in most industries is a well trained
workforce, flexible and responsive to customer demands. These basic policies Purcel, (1999)
describes as „table stakes‟ the price necessary for terms and trading in the market, but not a
sufficient differentiator for a long term competitive advantage. The RBV requires, therefore, a
skills and capability focus, so that firms learn faster than their rivals, and that they protect and
enlarge their intellectual capital. As a consequence, companies can generate a human capital
advantage as well as an organizational process advantage.
Mavrinac and Siesfield, (1997) suggested that 35% of an institutional investor‟s valuation of a
company is attributed to non-financial attributes, such as management credibility and expertise,
innovativeness, the ability to attract and retain talent, compensation practices, and the quality and
execution of the business strategy. As a basis of competitive advantages the (RBV) lies primarily
in the application of the bundle of valuable interchangeable tangible resource at the firm‟s
disposal, (Mwailu & Mercer, 1983; Wernerfect, 1984). To transform a short-run competitive
strategy into a sustained competitive advantage requires that these resources are heterogeneous in
nature and not perfectly mobile, (Peteraf, 1993). Effectively, this translates into valuable
resources that are neither perfectly imitable nor substitutable. Such elements as the speed of
response to the customer, the brand image, the quality of the product or service and the
21
relationship, marketing approach are the constituent parts of the competitive strategy, into which
the HRM component of competency recruitment and development, motivation and retention,
innovation and problem-solving are embedded, (Shaun Tyson,2006).
2.2.4. The Human Resource Strategy (HR) and Organization Fit Model
From a strategic point of view, human resource strategy is seen as a statement of „intent‟ in an
organization with regards to how the organization is going to manage its resources. “These
intentions provide the basis for plans, developments and programs for change.” From this view
point, the aim of human resource strategy is the “development of capability within the company,
in order to give the business a competitive advantage,” (Tyson, 2000). Therefore human resource
strategy is seen as an input into the organization. Others, such as Purcell and Ahlstrand, (1994),
conceptualize HR strategy as an „outcome‟, a process or action, a “mechanism for achieving a
desired objective,” (Tyson, 1997 p 278).
SHRM consists of work which is concerned with identifying and seeking to understand the
features of organizational performance. The task is to identify key causal connections and to
assess their impact on the capability of the organization and on the behavior, attitudes and skills
of staff, (Salaman G, 2005). On the other hand there are the academic research based analysis
and assessment of the factors which may influence levels of performance (selection processes,
competences, types of training, changing structural forms). This seeks to identify and understand
the role and impact of the organizational measures, (structures, processes and so on) that are
installed as a result of consultant recommendation or as a result of other influences singularly
and together, these measures are claimed to impact positively on organizational performance and
hence merit attention, (Salaman, 2005).
The HR strategy has been centred on a number of approaches:- The matching approach or
contingency approach in which there must be a fit between competitive strategy and internal HR
strategy and a fit among the elements of the HR strategy‟. The relationship between business
strategy and HR strategy is said to be „reactive‟ in the sense that HR strategy is subservient to
„product market logic‟ and the corporate strategy,‟ (Purcell & Ahlstrand, 1994). The fit
22
perspective or the matching model suggests that optimal HRM combines both vertical integration
between HR and business strategy, and horizontal integration between individual HR policies
areas. The contingency theorists emphasize the economic desirability of fitting HR strategy to
the firm‟s choice of competitive strategy, although there are variations which add or sometimes
substitute other contingencies such as life cycle stages and structure, (Boxall, 1992 p.62).
Organizational theorists such as Baird and Mesaulhan, (1988) and Atkinson, (1984) propose that
people would be managed in different ways depending on the phase of growth of the
organization, the structure of the firm and the concept of flexibility and flexible firms. Business
theorists argue that HR strategy depends on business strategy while change management
theorists argue that it is not the business strategy but rather the degree of change, which would
determine the HR strategy.
The choice of HR strategy is governed by variation in organizational form (for example size,
structure and age), competitive pressures on management and the stabilities of labour markets,
mediated by the inter-plays of manager subordinate relations and worker resistance, (Thompson
& McHugh, 2002). Moreover, the variations in HR strategy are not random but reflect to
management logics, (Bamberger & Meshoulam, 2000). The first is the logic of direct, process
based control in which the focus is on efficiency and cost containment (managers needing within
this domain to monitor and control worker‟s performance carefully), where as the second is the
logic of indirect outcomes based control in which the focus is an actual results (within this
domain, managers needing to engage workers‟ intellectual capital commitment and cooperation).
Shaun Tyson, (2006) observes that the fit between human resource strategy and business or
organization strategy is a key determinant of HR effectiveness. The fit between these two aspects
of strategy enables HRM to contribute fully to the organizational objectives. The process of
strategy formation is the process by which many different perspectives come to be reconciled. It
is the process of taking the influences from the economy and society and reinterpreting these and
organizational objectives during reconciliation influences from employees, shareholders and
other stakeholders. There are the external and internal pressures, therefore which put the fit
between HR strategy and business strategy under pressure.
23
Examples of external pressures include changes to legislation, economic changes, and socio
cultural, technological and environmental factors. Internal pressures are exemplified by
organizational structure, policy and culture. Divisionalized structures, and different planning
periods for business strategies from HR strategies, graduate recruitment for example may be
based on assumptions about staffing needs beyond two year or three year business plans. Miles
and Snow, (1994) describe the need to integrate HR and business strategy at the policy level; that
is to bring together policies into the business process and programmes, such as those concerned
with quality customer services, cost reduction and productivity improvements. They see the
process as one of fitting organizational structure and management process to strategy.
2.2.5. Soft and Hard Human Resource Management Approach
HRM can fundamentally be separated into two types of approaches the hard and soft models of
HRM. The hard version of HRM is primary concerned with the business performance and is
widely acknowledged as placing little emphasis on workers‟ concerns. The Michigan Model of
HRM supports this approach of HRM and is essentially „hard‟ focusing on the profitability and
well being of the organization in direct contrast to this method is the „soft‟ version of HRM
which although still primarily advocate equal concern for the well being of its employees. This
relationship between HRM practices and employee well being is illustrated in the Harvard
model, Beer Spector, Lawrence Mills & Walton, (1984), which is one of the most widely
referred to as models of HRM.
The model looks at all stakeholders interests from the shareholders, employees, to the unions, in
addition to taking into account situational factors such as societal values and workplace
conditions. Taking these two sets of factors into account enables the organization to make HR
policy choices such as appropriate resource flows, reward systems, work systems and employee
influence that will best satisfy employees within the firm. According to the Harvard model, once
the appropriate HRM policy choices have been made, HR outcomes of commitment,
competence, congruence and cost – effectiveness should occur, (Beer et al, 1984). This model
suggests a „soft‟ approach to HRM is required if employers are to benefit from HRM practices.
24
Although the two HRM approaches of „hard‟ and „soft‟ are vastly different, Edgar, (2003)
believes that employees are likely to include elements of both models in their HRM practice.
This is due to the fact that almost in all cases the overall goal of the organization is to improve
the profitability, which can be achieved through adopting the „hard‟ model of HRM practice,
(Edgar, 2003). However in addition to this, research has found that organizations tend to also
adopt the philosophy of developmental humanism and therefore also espouse a soft approach to
HRM, (Guest, 1999).
2.2.6. Service Quality Model
During the past decades, service quality has become a major area of attention to practitioners,
managers and researchers owing to its strong impacts on business performance, lower costs,
customer satisfaction, customer loyalty and profitability (Leonard and Sasser, 1982). The
literature review in this study covers at least three service quality models with the primary aim to
enable the management to understand and enhance the quality of the organization and its
offering.
SQ1. Technical and Functional Quality Model (Gronroos, 1984)
A firm in order to compete successfully must have an understanding of consumer perception of
the quality and the way service quality is influenced. Managing perceived service quality means
that the firm has to match the expected service and perceived service to each other so that
consumer satisfaction is achieved. The author identified three components of service quality,
namely: technical quality; functional quality; and image (see Figure 1.)
25
Figure 1: Technical and Functional Quality Model
Traditional Marketing
Activities (advertising, field
Selling, PR, pricing) and external
Influence by traditions, ideology
and word of mouth
What? How?
Source: Gronroos (1984)
Technical quality is the quality of what consumer actually receives as a result of his/her
interaction with the service firm and is important to him/her and to his/her evaluation of the
quality of service.
Functional quality is how he/she gets the technical outcome. This is important to him and to
his/her views of service he/she has received.
Image is very important to service firms and this can be expected to build up mainly by technical
and functional quality of service including the other factors (tradition, ideology, word of mouth,
pricing public relations).
SQ2 GAP Model (Parasuraman et al., 1985)
Parasuraman et al (1985) proposed that service quality is a function of the differences between
expectation and performance along the quality dimensions. They develop a service quality model
based on gap analysis. The various gaps visualized in the model are:
Gap 1: Difference between consumers‟ expectation and management‟s perceptions of those
expectations, i.e. not knowing what consumers expect.
Expected
service
Perceived
service
quality
Perceived
service
Image
Functional
quality
Technical
Quality
26
Gap 2: difference between management‟s perceptions of consumer‟s expectations and service
quality specifications, i.e. Improper service-quality standards.
Gap 3: Difference between service quality specifications and service actually delivered i.e. the
service performance gap.
Gap 4: Difference between service delivery and the communications to consumers about service
delivery, i.e. whether promises match delivery?
Figure 2: Gap model
Consumer
GAP 5
GAP 5
Marketer
GAP 1
GAP 4
GAP 3
Source: Parasuraman et. al. (1985)
Personal needs Past experience
Expected
service
Perceived service
Service delivery (including
Pre and post contacts)
External
communicati
ons to the
consumer
Translation of perceptions
into service quality
specifications
Management perceptions of
the consumer expectations
Word of mouth
communication
27
Gap 5: Difference between consumer‟s expectation and perceived service. This gap depends on
size and direction of the four gaps associated with the delivery of service quality on the
marketer‟s side.
According to this model, the service quality is a function of perception and expectations and
can be modeled as:
SQ =
Where:
SQ = overall service quality; k = number of attributes.
Pij = Performance perception of stimulus i with respect to attribute j.
Eij = Service quality expectation for attribute j that is the relevant norm for stimulus i.
This exploratory research was refined with their subsequent scale named SERVQUAL for
measuring customers‟ perceptions of service quality, Parasuraman et al., (1988). At this point the
original ten dimensions of service quality collapsed into five dimensions: reliability,
responsiveness, tangibles, assurance (communication, competence, credibility, courtesy, and
security) and empathy which capture access and understanding/knowing the customers. This led
to the extended service quality model (Figure 3) below;
28
Figure 3: Service quality Model
Source: Zeithaml et al. (1988)
Upward
Communication
Marketing Research
Orientation
Gap 1
Levels of
Management Management
commitment to
service quality
Goal Setting
Task Standardization
Perception of
Feasibility
Gap 2
Team work
Employee Job Fit
Technology Job Fit
Perceived Control
Supervisory control
systems
Role Conflict
Role Ambiguity
Horizontal
communication
Propensity to Overpromise
Gap 4
Gap 3
Gap 5 (Service Quality
Tangibles
Reliability
Responsive
ness Assurance
Empathy
29
SQ3 Attribute Service Quality Model (Haywood-Farmer, 1988)
This model states that a service organization has “high quality” if it meets customer preferences
and expectations consistently. According to this, the separation to attributes into various groups
is the first step towards the development of a service quality model. In general, services have
three basic attributes: physical facilities and processes; people‟s behavior; and professional
judgment. Each attribute consists of several factors. In this model, each set of attributes forms an
apex of the triangle as shown in Figure 4. Too much concentration on any one of these elements
to the exclusion of other may be appropriate it may lead to disaster for e.g. too much emphasis
on procedures may give an impression to the customer that he will be processed as per his
sequence.
The author tried to map different type for service settings as per degree of contact and
interaction, degree of labour intensity and degree of service customization and labor intensity
(utilities, transportation of good etc), are closer to physical facility and process attribute of the
model. Thus, the model suggests that special care at this instant must be taken to make sure that
equipment is reliable and easy for customer to use.
30
5 3
Figure: 4: Attribute Service Quality Model
4
4
1 2
Source: Haywood – Farmer, (1998)
Professional Judgment
Diagnosis, competence,
Advice, guidance, innovation,
Honesty, Confidentiality,
Flexibility, Discretion,
Knowledge
Behavioral aspects:
Timeliness, speed Communication (verbal,
non-verbal), courtesy, warmth,
friendliness, tact, attitude, tone of voice,
Dress, neatness, politeness,
Anticipation, handing complaints, solving
problems
- Short contact/interaction intensity – low customization, e.g Hardware/grocery shop.
- Medium contact/interaction intensity – low customization.
- High contact/interaction intensity – low customization,e.g. education.
- Low contact /interaction intensity – high customization, e.g clubs
- High contact /interaction intensity – high customization, e.g health care services.
Physical facilities and processes:
Location, layout, décor,
Size, Facility reliability
Process flow, capacity
Balance, Control of flow Process
flexibility, Timeliness, Speed
Ranges of services offered
communication
31
2.3 Empirical Review
The literature review discussed the functional areas associated with effective human resource
management; staffing (Recruitment and selection), human resource Training and development,
compensation management, performance appraisal, Health Safety and welfare, employee and
labour relations.
2.3.1 Recruitment and selection
The overall aim of recruitment and selection process should be to obtain at minimum cost the
number and quality of employees required to satisfy the HR needs of an organization. The
principal purpose of recruitment activities is to attract sufficient and sustainable potential
employees to apply for vacancies in the organization while that of selection activities by
comparison is to identify the suitable applicants and persuade them to accept a position in the
organization, (Cole, 2002). From the foregoing, it is not just recruiting and selection but effective
recruitment, selection, the right placement that is important. Indeed employee recruitment and
selection, (teachers included) is absolutely critical to effective HRM and organizational
profitability, (Beatty, 1994; Foulkes, 1975;; cited by Dessler, 2003) states “I do not know of any
major project backed by good ideas, vigor and enthusiasm that has been stopped by a shortage of
cash; but I do know of industries whose growth has been partly stopped or hampered because
they cannot recruit and select any efficient and enthusiastic labour force. Recruitment and
selection exercise in essence requires that job profiles be merged with candidature profiles (the
job matching principle). Individuals whose candidatate profiles most closely fit the job profiles
available in the organization ensure more job satisfaction and low labour turn over. Recruiters
and selectors must know the nature of the job and must be confident that the requirements of the
job will be appropriate to the potential employees, (Bogumil, 1983; cited by Dessler, 2003).
According to most books of HRM, the following are some of the mistakes you do not want to
make while performing recruitment and selection include; Hiring wrong person for the job,
experience high labour turnover, find your people not doing their best, waste time with
unnecessary interviews, have your company taken to court because of discriminations action and
commit any unfair labour practice, (Dessler, 2003). Staffing involves job analysis, human
resources planning, recruitment and selection. All these areas of staffing would be haphazard if
32
the recruiter did not know the qualifications needed to perform the various jobs. Lacking up-to-
date descriptions and specifications, a firm would have to recruit and select employees for jobs
without having clear guidelines. This could have disastrous consequences. Job analysis is
conducted after the job has been designed, the worker has been trained and the job is being
performed. Human resource planning involves matching the internal and external supply of
people with job openings anticipated in the organization over a specified period of time.
In the words of Armstrong, (2005), the three stages of recruiting and selection are:- defining
requirements – preparing job descriptions and specification; deciding terms and conditions of
employment, attracting candidates- reviewing and evaluating alternative services of applicants,
advertising, using agencies and consultants and selecting candidates - sifting applications,
interviewing, testing, assessing candidates, assessment centres, offering employment, obtaining
references and preparing contracts of employment. It is hard to overemphasize the importance of
effective recruiting. The more applicants you have the more selective you can be in your hiring,
(Dessler, 2003).
2.3.2 Training and Development
Training is considered a form of human capital investment whether that investment is made by
the individual or by the firm, (Goldstern, 1991; Wetland, 2003). Training is designed to promote
employees with the knowledge and skills needed for their present jobs. Once employees are
hired, training programs enhance employee job skills and knowledge, apply them on the job and
share them with other employees, (Noe, 1999; Lauri, Benson and Cheney, 1996) found that firms
often delay training to determine whether workers are good matches and therefore have a lower
probability of leaving the firm „Development is an effort to provide employees with abilities the
organization will need in the future, (Gomez – Meja, Balkin and Cardy 1995; Wilk and Cappelli,
2003). Development involves learning that goes beyond today‟s jobs; it has a more long term
focus. Skill development could include improving basic literacy, technological know - how
interpersonal communication or problem solving abilities.
33
Employees want good training opportunities to increase their marketability. The conventional
wisdom used to be that if the company makes them marketable, employees will leave at the first
opportunity. But today, companies are finding that the more training employees get the more
likely they are to stay. „Indeed when the training ends, the turnover tends to begin, (Jamrog,
2002; Wien – Tuers and Hill, 2002). According to Storey and Sisson, (1993), training is a
symbol of the employer‟s commitment to staff. It is also reflective of an organizational strategy
based on adding value rather than lowering cost.
The training and development of people at work has increasingly come to be recognized as an
important part of HRM, (Oakland and Oakland, 2001). An analysis of employee‟s commitment
among hospital administrators, nurses, service workers and clerical employees as well as among
scientists and engineers from a research lab concluded that the employees‟ personal career
aspirations had a marked effect on employee commitment, (Detoro and Mcabe, 1997;
Marchington and Wilkinhson, 1997).
2.3.3 Compensation and Benefits Practices
Frye (2004), studied the relationship among the compensation practices and job satisfaction and
examined the positive relationship among them. Previous study show that incentive pay
strategies are means to improve the employee and overall performance, (Ichniowski, 1997).
High performance at work has good relations among employee and institutions, (Huselid, 1995;
Spangenberg, 1994) states that pay for performance is a popular term for financial incentive
linking at least some portion of an individual‟s salary directly to results or accomplishments.
The idea behind pay for performance rewards is to give employees an incentive for working
better and smarter. Pay for performance is something extra needed because salaries and hourly
wages do little more than motivate one to show up at work and put in the required hours,
(Kreitner & Kinicki, 1992). The most direct form of pay for performance is the traditional piece
rate plan, whereby employees are paid a specific amount of money for each unit of work.
According to Kreitner & Kinicki, (1992), today‟s service economy is forcing management to
adapt creatively and go further than piece rate and sales commission to promote greater
emphasis on product and service quality, interdependence and teamwork.
34
Pay continues to be important in determining motivation to perform, (Mc Callum, 1998). Past
motivational theories such as expectancy and equity theories have predicted variation in
motivation as a result of varying valence of outcomes as pay, (Das, 2002). However in practice
pay is treated as just one of the outcomes and often measured with little precision, (Mitchell and
Mickel, 1999). Although an association exists between compensation satisfaction and
commitment and is one of the drivers of organization commitment, nevertheless, it has to be
considered as one of the pieces in a complex picture, (Boyd and Salamin, 2001; Parker and
Wright, 2001). Just as important is the organization‟s need to communicate is total compensation
package to its employees. It must emphasize not only the salary, bonuses and benefits, but on the
highly valued aspects of employment such as supporting lifestyle balance, initiatives and flexible
work arrangements. These are non monetary benefits known as intrinsic rewards and thus have a
significant role in compensation satisfaction, (Mitchell, 1999; Parker and Wright, 2001).
According to Bratton and Gold, (2003), well designed and properly implemented reward system
should be for the following purposes; attract and retain the right people in sufficient numbers to
organization, motivate employees to exert maximum effort in their work in order to facilitate
achievement of the organization‟s objectives.,
2.3.4 Performance Management
Brown & Hewood, (2005), wrote that Productivity and employee, performance can be increased
through the appraising of employee performance and that evaluation of employee Performance
leads to improvement of productivity of organizations. Gichira, (2001), carried out a study on
employee performance management practices in the private security services; his findings
indicate that employee performance management practices are applied in the industry and that
the results of the performance management systems are used in making a variety of HR
inventions and employment decisions.
Mwendwa, (2005) looked at factors affecting staff performance appraisals in the hospitality
industry – a case of five star hotels in Nairobi. Odhiambo, (2005) also did a study on the teacher
performance appraisal; the experience of the Kenyan secondary schools. His findings indicate
35
that teacher appraisal policies and practices in Kenyan secondary schools exhibit weaknesses
which needed to be urgently addressed if the appraisal is to be used to improve the quality of
teachers and hence education in Kenya.
Ngolovoi, (2001) did a research on perceived social and psychological effects of performance
appraisal in selected international organizations in Kenya, the results indicated that performance
appraisal bring about increased confidence levels among employees, rivalry between the
management and employees dissatisfaction and eagerness to find out how they are related by
their supervisors. Obiye, (2002) researched on preferred methods rates and uses of performance
appraisal by employee, in selection tertiary public institutions in Nairobi. He found out that most
employees preferred to be rated by supervisors and appraisal results used for training and
development. From the reviewed literature, it is evident that traditional performance appraisals
don‟t improve performance and may actually backfire. They argue that most performance
appraisal systems neither motivate nor guide employee‟s development. Furthermore they cause
conflict between supervisor and their subordinates and lead to dysfunctional behavior.
2.3.5 Employee Health, Safety and Welfare
Health and safety programs are concerned with protecting employees and other people affected
by what the firm produces and does, against hazards arising from their employment or their links
with the firm. Occupational health programmes deal with the prevention of ill health arising from
working conditions and safety programmes deals with the prevention of accidents and with
minimizing the resulting loss of damage to persons and property, (Torrington, 2005). The
achievement of highest standards of health and safety in the work place is important because the
elimination of health hazards and risks is the moral and the legal responsibility of employees,
close and continuous attention to health and safety is also important ill health and injuries
inflicted by systems of work on conditions of work cause suffering and loss to individuals and
their dependants. In addition, accidents and absence of ill health or injuries result in losses and
damage for the organization. Welfare services on the other hand are provided for matters
concerning employees which are not immediately connected with their jobs, (Torrington, 2005).
36
2.4 Summary and Gaps to be filled by the study
Due to limitations in the amount of published research on HRM available in Kenyan
organizations and particularly in the education sector, there is little data upon which predictions
can be made as to the prevalence of „soft‟ HRM use, (Edgar, 2003). Empirical research in this
area is very limited and that much of the theory is not sufficiently precise. This problem is
multiplied by the fact that, of the research that has been completed, much of it suffers from a
number of limitations. Most of the previous studies were carried out in developed countries, a
few other studies done in the country touch on companies, industries and little has been studied
on the education sector. Consequently there is inadequate data in this area of study. In addition
many of the studies that have been carried out have focused on the effects of individual rather
than multiple HR practices, (Meyer & Allen, 1997). Compounding this problem of limited
empirical research is a difficulty in attempting to compare any research that has been done. There
are a few studies that look at HRM practices from the employers‟ perspective, which is
somewhat surprising, given that the employee is the focus and consumer of HRM, (Edgar, 2003).
There is hence the urgent need to develop a clearer definition and conceptualization of the notion
of HR practices and the systems of practice. It is clear that a major disconnect exists between the
literature review suggestions on the HRM practices to administer and what the TSC, as the
employer of teachers actually does.
37
2.5 The Conceptual Framework
Independent variables
HRM Practices
Dependent Variables
Moderating variables
Source: Researcher, 2013 Figure 5: conceptual framework
AFFECTS
Recruitment and selection
Matching people and their
career needs and capabilities
with jobs and career paths
Training and development
Identifying, assessing and
helping develop the key
competences,(knowledge,
skills and attitudes) for current
and future jobs.
Compensation management
Assuring compensation
benefits, fairness and
consistency.
Performance management
Improving the performance
of the people by developing
capabilities of teams and
individual contributors.
Employee safety and health
Maintaining a safe work place
without risks to health.
Dimensions of Quality
service delivery;
Reliability
Responsiveness
Assurance
Empathy
Competence
Public trust
Education Sector Policy
Universal Free Primary
Education.
Freeze of teacher recruitment
Decentralization of
management of teachers
Stimulus Package Programs
ICT in schools
Withdrawal of corporal
Punishment
38
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents the necessary research design, the target population, and the sampling
strategy to be used, data collection tools and techniques as well as the statistical treatment of
data.
3.1 Research Design
Kerlinger N.F, (1986) defines research design as „The plan and structure of investigation so
conceived as to obtain answers to research questions, the strategy for a study and the plan by
which the strategy is to be carried out.‟
The research design to be used descriptive research design. This is because it focuses on the
large population and it gives explanation on the state of affairs as they exist at present. Kothari,
(1999); Mugenda and Mugenda, (1999) define a descriptive survey as a method which enables
the researcher to summarize and organize data in an effective and meaningful way. The
descriptive method was adopted since it helped collect data from the population and to get the
description of existing phenomena by asking individuals about their perceptions, attitudes,
behaviours and values. It entails the observing and describing of the behaviour of a subject
without influencing it.
3.2 The Target Population
Nachmias and Nachmias, (1996) define population as the total collection of elements about
which we wish to make some references. Brinker, (1998) defines a target population as a large
population from which a sample population is selected. The target population of this study was
made up of all principals, school teachers and students in public secondary schools within Taita -
Taveta County. The county has 65 public secondary schools consisting of 65 principals, 645
secondary school teachers and a total of 14,641form four students. The choice of this region was
appropriate since it had experienced poor performance in Kenya Certificate of Secondary
Education (K.C.S.E) for the last four years and the trend has attracted much attention. Moreover,
39
the diversity of the teachers‟ population reflected typical public Secondary Schools in Kenya.
The region has two recently upgraded National schools, a sizeable number of county secondary
schools, District and C.D.F schools. It was thus the researcher‟s opinion that Taita-Taveta
County was a fair representation of the rest of the counties in the country.
Table 3.1; Proportionate Stratified Sampling Method
School
category
Total population Number sampled
Schools Principals Teachers Students Schools Principals Teachers Students
National 2 2 56 358 2 2 20 40
County 13 13 234 1289 4 4 60 80
District 50 50 317 2034 10 10 200 200
Total 65 65 607 3681 16 16 280 320
Source: Teacher Management Personnel (Taita-Taveta County)
3.3 Sampling Strategy
Taking samples of information can be efficient way to clear cohesions when the cost of gathering
all data is impractical. The purpose of sampling is to secure a representative group, which
enables the researcher to gain information about the population. Sound conclusions can be drawn
from a relatively small data. Stratified random sampling technique was used in this research
work to select the categories of the employees who possibly would participate in the study. In
this technique, a population is divided into sub groups called strata and a sample is selected from
each stratum. The Strata would be the various categories of schools within the county; national,
county and district schools. A total of 16 school principals, 280 teachers and 320 form four
students will be selected from 16 secondary schools to provide data for this study. This
information is also illustrated in the sampling grid of table 3.1 above.
40
3.4 Data Collection Tools
Data pertaining to the relationship between Human Resource Management practices and quality
service delivery of public secondary school teachers in Taita –Taveta County was collected by
use of questionnaires to obtain primary data. Secondary data was availed through internet
sources, library books, newspapers, published and unpublished theses and dissertations,
magazines, abstracts and periodicals. Questions included structured or closed-ended and
unstructured or open–ended. Closed-ended questions are accompanied by a list of possible
alternatives from which respondents select the answer that best describes their situation. Open-
ended questions on the other hand refer to questions which give the respondents complete
freedom of response. The questionnaires were self administered by the researcher with the help
of two research assistants. The questionnaire were preferred because it enabled large coverage
of the population with little time, personnel and cost, anonymity of respondents helped them to
be honest in their responses, avoid bias and it allowed respondents to have enough time to
answer questions and to avoid hasty responses. The questionnaires were then collected back after
two weeks for analysis.
3.5: Validity of the data
Validity refers to the amount of systematic or built-in error in measurement, (Norland, 1990). It
is the correctness and reasonableness of data. Validity determines whether the research
instruments truly measures what it was intended to measure or how truthful research results
were. Confidentiality will be assured to the participants and the report will be edited to protect
identification of individuals. Data collected will be subjected to some preparation such as
editing, coding and data entry in order to detect errors and omissions.
3.6 Reliability of the research
Reliability refers to random error in measurement. It indicates the accuracy or precision of the
measuring instrument, (Norland, 1990). Reliability analysis allows examination of the properties
of measurement scales and the variables making them up. The reliability analysis procedure
calculates a number of commonly used measures of scale reliability and provides information on
41
the relationship between individual variables in the scale. This study carried out reliability
analysis to establish the reliability of the independent variables in the study following the
Cronbach Alpha scale. The Reliability Coefficient (Alpha) can range from 0 to 1 with 0
representing total absence of error. A reliability coefficient (alpha) of 0.7 or higher is considered
acceptable reliability.
3.7 Data Analysis
Data collected was subjected to some preparation which entailed editing, coding and data entry
before being summarized. Editing detected errors and omissions, corrected them where possible
and certified that minimum data quality was achieved. Coding involved assigning numbers or
other symbols to answers so the responses can be grouped into a limited number of classes or
categories. It helped the researcher to reduce several replies to a few categories containing the
critical information needed for analysis. Data entry converted information gathered to a medium
for viewing and manipulation. It was accomplished by keyboard entry from pre-coded
instruments and Database programs. The data was summarized by descriptive statistics of the
mean and standard deviation while multiple regression analysis was to answer the research
objectives by the use of a research model below.
The results of the data analysis were presented in frequency tables, bar graphs and pie-charts.
42
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction
This chapter entails reliability and data analysis and findings of the study with the guidance of
the research objectives. The results are mainly presented in the form of demographic information
of the study respondents, analysis of descriptive statistics and regression results that test the
relationship between organizational performance and the independent factors affecting it.
A sample size of 616 respondents was targeted for this study. With 469 respondents participating
in the study, the response rate was 76.1% which was satisfactory to represent the views of the
whole population.
4.2 Reliability Analysis
Reliability analysis allows examination of the properties of measurement scales and the variables
making them up. The reliability analysis procedure calculates a number of commonly used
measures of scale reliability and provides information on the relationship between individual
variables in the scale.
This study carried out a reliability analysis to establish the reliability of the independent variables
in the study. As indicated in table 4.1., a Cronbach‟s Alpha value of 0.841 indicates that the
variables are reliable. The Variable-Total statistics in table 4.1. further reveal that each of the
variables had a measure of over 0.8 on the Cronbach Alpha scale meaning that all of them are
reliable. The full table of Variable-Total statistics describing each of the variables can be found
in the appendices, (Appendix V).
Table 4.1: Reliability Statistics;
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items No of Items
43
Source: Survey data, 2013
4.3 Respondents Characteristics
This sub-chapter presents various demographic factors of the respondents in the study including
gender, age, level of education, type of school, and the period the teachers have served in the
teaching profession.
4.3.1 Gender of the respondents
This study targeted respondents of three main genders, adult males and females, (principals and
teachers) and school children of both genders. This study sought to establish the gender of
respondents in order to establish the gender balance existing in the education sector in Taita -
Taveta County. According to the findings, illustrated in figure 4.2, male teachers make up 54
percent of the respondents while female teachers make up 46 percent. This indicates that
although male teachers still dominate education in the County, females form a significant
proportion of all participants in the education sector. As illustrated in figure 6, 54 percent of all
the teachers that responded to the study in the Country were males while the remaining 46
percent were females.
Table 4.2: Gender of Teachers
(Source: Survey Data, 2013)
.841 .882 37
Gender of Teachers Number
Male 83
Female 70
44
Male54%
Female46%
Gender of teachers
Figure 6: Gender of Teachers
(Source: Survey Data, 2013)
Table 4.3: Gender of Principals
(Source: Survey Data, 2013)
Male62%
Female38%
Gender of principals
Figure 7: Gender of Principals
(Source: Research Data, 2013)
Gender of Principals Number
Male 10
Female 6
45
Of the 16 principals that participated in this study, 10 were Males (62 percent) while 6 were
females representing (38 percent).
A total of 300 students responded to the study with 161 of them being male, (54 percent) while
139 were female, (46 percent).
Table 4.4: Gender of Students;
Gender of Students Number
Male 161
Female 139
(Source; Survey Data, 2013)
Male54%
Female46%
Gender of Students
Figure 8: Gender of Students
(Source: Survey Data, 2013)
4.3.2: The age of Teachers
The study also sought to establish the average age of all the teachers participating in the study.
The average age of teachers can have indirect impacts on the other factors that determine quality
of education apart from directly affecting it. The findings indicate that the greatest proportion of
46
teachers in the County is aged between 26 and 30 years, these constitute a total of approximately
42 percent of the whole teacher population as illustrated in figure 9
Table 4.5; Age of Teachers:
Age in years Frequency
Valid 20-25 Years 61
26-30 Years 195
31-40 Years 167
Over 40 Years 41
Total 464
(Source: Survey Data, 2013)
Figure 9: Age of teachers
(Source: Survey Data, 2013)
4.3.3: Level of Education
Teachers‟ average level of education is one of the factors that have been identified in the
literature as affecting the quality of education. This study established that a significant majority
of the secondary school teachers in the Country have at least a university degree. As illustrated in
47
figure 10 over 70 percent of the respondents in the study had a Bachelor of Education degree
while 10 percent had a bachelor degree, (not B. Ed). Only a total of 15 percent of the respondents
had qualification lower than university bachelor degree.
Table 4.6: Level of Education:
Level of education Frequency
Valid High School 6
Bachelors Degree 33
B.Ed Degree 205
Masters Degree 5
PhD 1
Other 26
Total 276
(Source; Survey Data, 2013)
Figure 10: Level of education of teachers
(Source: Survey Data, 2013)
48
4.3.4: School Category
Different categories of secondary schools were sampled so as to give a more representative
picture of the whole education sector in the County, as far as quality of education was concerned.
The study established that about 4.2 percent of the respondents were from national schools
followed by about 15.6 percent of respondents from country schools. About 12.8 percent of the
respondents came from district schools. As illustrated in figure 11, over 67 percent of the
respondents did not indicate the category of school from which they came.
Table 4.7; School Category;
School category Frequency
Valid National 92
County 127
District 60
Total 279
Missing System 190
Total 469
(Source; Survey Data, 2013)
Figure 11: School category
(Source: Survey Data, 2013)
49
4.3.5: School Type
The study also examined the type of schools from which the respondents came from. Results
indicate that even though majority of the respondents did not indicate what type of school they
came from (40.5%), the greatest percentage of respondents came from mixed schools (30.7%).
About 22.4 percent of the respondents came from girl schools while 6.4 percent came from boy
schools.
Table 4.8: School Type;
(Source; Survey Data, 2013)
Figure 12: School Type
(Source; Survey Data, 2013)
School type Frequency
Valid Girls 105
Boys 30
Mixed 144
Total 279
Missing System 190
Total 469
50
4.3.6: Years in the teaching Profession
This study also sought to find out how teachers in the Country had been in the profession on
average. As illustrated in figure 13, although majority of the teachers in the study have been in
the teaching profession for less than five years (35.8%), a significant proportion have also been
teaching for over fifteen years (About 31%). About 23.8 percent and 9.9 percent of teachers have
been working for between five and ten years, and eleven and fifteen years respectively.
Table 4.9; Years in the Teaching Profession:
Years in teaching Frequency
Valid Below 5Years 108
5-10Years 54
10-15 Years 24
Above 15Years 91
Total 277
Missing System 192
Total 469
(Source; Survey Data, 2013)
Figure 13: Years in Teaching Profession
(Source: Survey Data, 2013)
51
4.4 Descriptive Statistics
Descriptive statistics were applied in the description of basic features of data in the study. They
were used to provide simple summaries about variables and their measures. Descriptive statistics
form the basis of virtually every quantitative analysis of data. The descriptive statistics of each of
the variables in this study are presented below.
4.4.1 Human Resource Recruitment and Selection
The study required respondents to express their opinion in terms of degree of agreement or
disagreement with some aspects of human resource recruitment and selection in the education
sector in Taita Taveta County.
Table 4.10: Human Resource Recruitment and Selection
Aspects of Human Resource Recruitment and
Selection
N Min
Max Mean
Std. Dev
Advertisement follows established subject
vacancies 151 1.00 5.00 3.6954 1.08316
Professional Short listing of Candidates 153 1.00 5.00 3.5490 1.01269
Interview panels well structured and
interviewers well trained 151 1.00 5.00 3.0728 1.07144
Interview sessions were professionally managed 152 1.00 5.00 2.9276 1.21852
Selection of candidates follows procedures 153 1.00 5.00 3.2418 1.19222
TSC hires in an open, free, competitive and
objective process 153 1.00 5.00 3.6863 1.30365
TSC is keen to ensure public schools were well
staffed 153 1.00 5.00 2.0784 1.17277
Valid N (listwise) 148
Aggregate Scores 3.1788 1.1506
Source: Research Data, (2013)
52
As indicated in table 4.10 above, respondents agreed that advertisement follows established
subject vacancies at a mean of 3.695 and standard deviation of 1.083. Similarly, respondents
agreed that there is professional short listing of candidates during recruitment (Mean of 3.59;
Standard deviation of 1.013). Respondents also agreed at a mean of 3.07 and standard deviation
of 1.071 that interview panels are well structured and interviewers were well trained to handle
their work. Respondents disagreed with the observation that interview sessions are professionally
managed at a mean of 2.93 and standard deviation of 1.218. There was agreement that selection
of candidates follows procedures, mean of 3.242 and standard deviation of 1.192.Similarly, there
was agreement that TSC hires teachers in an open, free, competitive and objective process (Mean
of 3.686; standard deviation of 1.307). Finally, respondents disagreed with the observation that
TSC is keen to ensure public schools are well staffed (Mean of 2.07; standard deviation of
1.173).
4.4.2 Teacher Training and Development
The study required the respondents to express their opinions by agreeing or disagreeing with
various aspects of teacher training and development as indicated in table 4.2.1 below;
Table 4.11: Teachers Training and Development
Aspects of Teachers Training and Development N Min Max Mean Std. Dev
Teachers provided with professional training 153 1.00 5.00 3.1765 1.28819
I attend an in service training each Year 152 1.00 5.00 2.3947 1.26154
TSC adopts training and development of teachers 152 1.00 5.00 2.5461 1.14994
The principal supports and facilitates my job
training 152 1.00 5.00 3.1974 1.27138
Training needs are frequently met 152 1.00 5.00 2.5197 1.12156
Training programs are availed in line with needs 150 1.00 5.00 2.9667 1.15518
Training is offered on time 151 1.00 4.00 2.8344 1.54294
Evaluation of the quality of training is done 153 1.00 3.00 3.0131 2.68031
Valid N (listwise) 144
Aggregate Scores 2.8311 1.4339
Source: Research Data, (2013)
As indicated in the above table, the respondents had various different opinions on teacher
training and development. There was agreement on three aspects, that teachers are provided with
53
professional training (Mean=3.177; S.d=1.288), principals support and facilitate job training
(Mean=3.197; S.d=1.271), and evaluation of the quality of training is carried out (Mean= 3.01;
S.d=2.68). On the other hand respondents disagreed with the observations that a teacher attends
in service training each year (Mean= 2.394; S.d=1.262); TSC adopts training and development of
teachers, (Mean= 2.546; S.d=1.149); that training needs are frequently met (Mean= 2.519;
S.d=1.121); that training programs are availed in line with the needs (Mean= 2.966; S.d=1.155);
and that training is offered on time (Mean= 2.834; S.d=1.543).
4.4.3 Compensation Management
The study required respondents to express their opinions in terms of degree of agreement or
disagreement with some aspects of compensation management in the education sector in Taita
Taveta County.
Table 4.12: Compensation Management
Aspects of Compensation Management N Min Max Mean Std.
Dev
I am provided with a good health insurance cover and
a generous retirement plan by my employer 153 1.00 5.00 2.0327 1.13217
I am offered with educational assistance or
reimbursement programs 153 1.00 5.00 1.9935 1.07909
I am provided with health free meals at my work place 153 1.00 5.00 2.3399 1.28843
I am provided with an attractive salary 153 1.00 5.00 1.7124 1.23902
There is a predictable promotion policy offered to me. 150 1.00 5.00 2.3800 1.16820
My employer's policy recognizes the significance of
the job I do 149 1.00 5.00 2.5302 1.13636
There is a clear career progression path 149 1.00 5.00 2.4631 1.20541
The job tasks are challenging enough and I use all
technical skills 150 1.00 5.00 3.3067 1.16404
Valid N (listwise) 148
Aggregate Scores
2.3448
1.1766
Source: Research Data, (2013)
Compensation management is one of the variables that were measured in this study; the results
are indicated in table 4.12, Respondents disagreed with all the observations about compensation
management apart from one, they agreed that job tasks were challenging enough and required
54
use of technical skills (Mean= 3.307; S.d =1.164). The respondents disagreed about the
following observations: that they were provided with a good insurance cover and generous
retirement plan (Mean= 2.032; S.d=1.132); respondents strongly disagreed that they were offered
with educational assistance or reimbursement programs (Mean= 1.993; S.d=1.079). They
disagreed that they were provided with healthy free meals at their place of work (Mean= 2.339;
S.d=1.228); they strongly disagreed that they were provided with attractive salaries (Mean=
1.712; S.d=1.239). They also disagreed that they were offered with a predictable promotion
policy (Mean= 2.38; S.d=1.168); that they their employers‟ policy recognized the significance of
the job they did (Mean= 2.530; S.d=1.168). Finally the respondents disagreed that there is a clear
career progression path for them (Mean= 2.463; S.d=1.205).
4.4.4 Performance Management
The study required respondents to express their opinion in terms of degree of agreement or
disagreement with some aspects of performance management in the education sector in Taita
Taveta County.
55
Table 4.13: Performance Management
Aspects of Performance Management N Min Max Mean Std. Dev
TSC has a well formulated and effective performance
management policy for its teachers 149 1.00 5.00 2.9128 1.04580
Realistic goals/performance targets against time limits
are set 149 1.00 5.00 2.9195 1.01686
There is a rigorous monitoring of performance
outcomes 145 1.00 5.00 3.0000 1.05409
Measurements of actual against planned performance
of teachers is done 147 1.00 5.00 2.7347 1.00904
Teachers are provided with a constant feedback in the
form of praise and reward or criticism 148 1.00 5.00 2.5405 1.98422
The TSC constantly evaluates me in order to identify
my weaknesses and potential 148 1.00 6.00 2.2838 1.08822
The performance appraisal methods used by my
employer a suitable and relevant 148 1.00 6.00 2.4932 1.09729
The process of setting targets evaluating teachers and
providing feedback is a collective and inclusive one 149 1.00 6.00 2.8523 1.15884
Valid N (listwise) 141
Aggregate score 2.71711 1.1818
Source: Research Data, (2013)
With regard to performance management, as indicated in table 4.13, above, respondents
disagreed that TSC has a well formulated and effective performance management policy for its
teachers (Mean= 2.913; S.d=1.046). They also disagree with the observation that realistic goals
are set (Mean= 2.919; S.d=1.016). On the other hand respondents agreed that there is rigorous
monitoring of performance outcomes (Mean= 3.000; S.d=1.054). They disagreed that
measurements of actual against planned performance of teachers is carried out (Mean= 2.734;
S.d=1.009). Similarly, they disagreed that teachers are provided with constant feedback in the
form of praise, rewards or criticism (Mean= 2.540; S.d=1.984). Respondents also indicated that
they disagreed with the observations that TSC constantly evaluates them in order to identify their
weaknesses and potential (Mean= 2.283; S.d=1.088); the performance appraisal methods used by
the employer are suitable and relevant (Mean= 2.493; S.d=1.097); and that the process of setting
56
targets, evaluating teachers and providing feedback is a collective and inclusive one (Mean=
2.852; S.d=1.158).
4.4.5 Employee Safety, Health and Welfare
The study required respondents to express their opinion in terms of degree of agreement or
disagreement with some aspects of employee safety, health, and welfare in the education sector
in Taita Taveta County.
Table 4.14: Employee Safety, Health and Welfare
Aspects of Employee Safety, Health and Welfare N Min Max Mean Std.
Dev
The school management provides a favourable
atmosphere of work 149 1.00 5.00 3.3087 1.15020
There is sufficient assurance as to the health safety and
welfare of all users of buildings within the school 149 1.00 5.00 2.9128 1.13859
There is a reasonable size of staff-room for teachers to
use 147 1.00 5.00 2.8163 1.32944
Good standards of hygiene are always maintained 146 1.00 5.00 2.9521 1.22802
There is sufficient space to avoid over crowding 148 1.00 5.00 2.7432 1.20160
My employer makes conditions of work favourable for
me 148 1.00 5.00 2.0000 1.06904
Valid N (listwise) 142
Aggregate Scores 2.7889 1.1861
Source: Research Data, (2013)
With regard to employee safety, health and welfare, respondents agreed with the observation that
the school management provides a favourable atmosphere of work (Mean= 3.308; S.d=1.150);
The however disagreed with several observations including that; there is sufficient assurance as
to the health and safety and welfare of all users of buildings within the school (Mean= 2.913;
S.d=1.138); there is a reasonable size of staff room for teachers to use (Mean= 2.816;
S.d=1.329); good standards of hygiene are maintained (Mean= 2.952; S.d=1.201). Finally the
respondents disagreed with the observation that employers made conditions of work favourable
to them (Mean= 2.000; S.d=1.069).
57
4.4.6 Education Sector Policy Issues
The study required respondents to express their opinion in terms of degree of agreement or
disagreement with some aspects of education sector policy issues in the education sector in Taita
Taveta County.
Table 4.15: Education Sector Policy Issues
Aspects of Education Sector Policy Issues N Min Max Mean Std. Dev
The free primary education program implemented by
the government has let to serious challenges in the
quality of education
164 1.00 5.00 4.1585 1.09622
The freezing of employment in the public service has let
to acute shortage of qualified teaching personnel 164 1.00 5.00 4.2500 1.08178
The devolution of TSC services to the counties is likely
to improve efficiency and effectiveness in teachers
service provision
163 1.00 5.00 3.5153 1.25391
The government policy on adoption of ICT in schools is
likely to transform the quality of teaching 164 1.00 5.00 3.9268 1.20383
The Government program for the Kenya stimulus
package has improved school infrastructure and made
learning better
164 1.00 5.00 3.3110 1.07720
The withdrawal of caning as a method of discipline has
interfered with the quality of work of teachers 164 1.00 5.00 4.1768 1.08496
Valid N (listwise) 163
Aggregate Scores
3.8897
1.1329
Source: Research Data, (2013)
Regarding education sector policy issues, respondents agreed to a greater extent that free primary
education program implemented by the government has had serious challenges on the quality of
education (Mean= 4.158; S.d=1.096). They also agreed that the freezing of employment in the
public service has led to acute shortage of qualified teaching personnel (Mean= 4.250;
S.d=1.081). Respondents on the other hand just agreed on several observations including that the
devolution of TSC services to the counties is likely to improve efficiency and effectiveness in the
provision of teaching services (Mean= 3.515; S.d=1.254); how the government policy on
adoption of ICT in schools is likely to transform the quality of teaching (Mean= 3.927;
S.d=1.253). The respondents agreed that the withdrawal of caning as a way of disciplining
students has interfered with the quality of work of teachers (Mean= 4.178; S.d=1.085). The
58
respondents were indifferent on the impact of government program for the Kenya stimulus
package has improved school infrastructure and made learning better (Mean= 3.311; S.d=1.077).
4.4.7 Quality of Education Service
The different aspects of quality education service were measured to determine the overall quality
of education provided to learners in Taita Taveta County.
59
Table 4.16: Quality Education Service
Aspects of Quality Education Service N Min Max Mean Std. D
The overall students' achievement in KSCE is quite
impressive
16 2.00 5.00 3.3125 1.0781
The school has had no experiences of strikes by the
students for the last five years
16 1.00 5.00 3.0000 1.3662
The students of this school are actively involved in co-
curricular activities
16 4.00 5.00 4.6250 .50000
Teachers prepare and keep up to date and accurate
professional documents
16 3.00 5.00 4.1250 .50000
The school is furnished with the necessary physical
facilities and enough teachers
17 1.00 5.00 2.5294 1.1788
Some teachers lazy around at the expense of educating
and inculcating good values to students
17 2.00 5.00 3.1176 1.2689
The teachers of this school are respectful helpful, easy
to understand and courteous in their dealing with
students
17 1.00 5.00 3.7059 1.2631
Teachers at this school are respectful, caring and
courteous
298 1.00 5.00 3.7685 1.2323
Teachers at this school are helpful ,kind and
understanding
296 1.00 5.00 3.8142 1.1301
Teachers at this school are qualified, knowledgeable
and competent
296 1.00 5.00 4.2804 .79346
Teachers at this school are punctual in attending lessons 291 1.00 5.00 3.4021 1.3821
Teachers at this school prepare before coming to class
with proper lesson notes
287 1.00 5.00 3.7352 1.2625
I can always count on my teachers in this school for
work assignments and instilling of student discipline
284 1.00 5.00 3.9754 1.0032
Our teachers are accessible to discuss students'
concerns
298 1.00 5.00 3.8859 1.1978
Whenever we raise complaints and our dissatisfaction
as students, our teachers listen to us, we are advised of
the resolutions
298 1.00 5.00 3.1913 1.5043
Teachers of this school see to it that they add value to
students by improving their academic performance and
co-curricular activities
293 1.00 5.00 4.0444 1.1444
Overall ,i am satisfied with the way our teachers teach
us and i have hope in both this school and my teachers
298 1.00 5.00 3.8490 1.0858
I am impressed/satisfied by the performance of my
teachers in national exams
298 1.00 5.00 3.3624 1.3419
Aggregate score 3.6510 1.1240
Source: Research Data, (2013)
60
The respondents were neutral about the observation that the overall students‟ achievement in
KCSE is quite impressive (Mean= 3.313; S.d=1.078), similarly they were neutral about the
observation that the school has had no experiences of strikes by the students for the last five
years (Mean= 3.000; S.d=1.366). Respondents agreed that students in the schools were actively
involved in co-curricular activities (Mean= 3.625; S.d=0.5000), there was also agreement that
teachers prepare and keep up to date and accurate professional documents (Mean= 4.125;
S.d=0.5000). The respondents disagreed that their schools are furnished with the necessary
physical facilities and sufficient teachers (Mean= 2.529; S.d=1.178). Finally, respondents were
neutral in their observation that teachers in the schools are respectful and helpful, easy to
understand and courteous in dealing with students (Mean= 3.705; S.d=1.263).
This study also established that students have different perspectives on the conduct of their
teachers. Respondents were neutral about the observation that teachers at their school were
respectful, caring and courteous (mean: 3.77, S.d=1.232). Similarly they were neutral in their
opinion about several other observations including that teachers at their school are helpful, kind
and understanding; teachers at their school are punctual in attending lessons; teachers at their
school prepare before coming to class with proper lesson notes; they can always count on
teachers in their school for work assignments and instilling of student discipline; their teachers
are accessible to discuss students' concerns; and whenever they raise complaints and their
dissatisfaction as students, teachers listen to them and advise them of the resolutions. The
respondents were also neutral about the fact that they were impressed/satisfied by the
performance of their teachers in national exams. Respondents agreed at a mean of 4.044 and s.d
of 1.14 that teachers in their school see to it that they add value to students by improving their
academic performance and co-curricular activities. There was also agreement with the
observation that teachers at respondents‟ school were qualified, knowledgeable and competent
(Mean: 4.28 and S.d= 0.79).
61
4.4.8 School Participation in Co-curricular Activities
Participation in co-curricular activities is also important towards measurement of education
service provision. Schools participate in these activities up to various levels including zonal,
district, provincial and national. The table below shows the performance in the five year period
(2008-2012).
Table 4.17: School performance in Co-Curricular Activities
Performance 2012 2011 2010 2009 2008
Mean Std.
Dev
Mean Std.
Dev
Mean Std.
Dev
Mean Std.
Dev
Mean Std.
Dev
Drama 2.7500 .70711 1.8750 .64087 2.1111 .78174 2.0000 .53452 2.0000 .00000
Music 2.4167 .51493 1.2727 .46710 1.5000 1.26930 1.4444 .72648 1.3750 .74402
Athletics 2.0000 .91287 3.6154 .65044 3.8462 .89872 3.6364 .80904 2.8333 .83485
Ball games 2.5625 .62915 2.8750 .95743 2.7500 .93095 2.6429 .74495 2.6429 .74495
Science
congress 2.1176 .78121 2.2500 .85635 2.1429 .77033 2.2308 .72501 2.0833 .51493
Aggregate
Scores 2.3693 0.7091 2.3776 0.7138 2.4704 0.9308 2.3909 0.708 2.1869 0.5675
Source: Research Data, (2013)
Respondents indicated that the average performance of their schools in drama in 2012 was up to
provincial level (Mean= 2.75; S.d=0.707). In 2012 the average performance in music was up to
provincial level, in 2011, the average performance in co-curricular activities was as follows;
average performance for drama in the country was up to national level (Mean= 1.875;
S.d=0.641); performance in music was also up to nationals level (Mean= 1.273; S.d=0.467).
Average performance in athletics was up to district level (Mean= 3.615; S.d=0.650) while that in
ball games was up to provincial level (Mean= 2.875; S.d=0.957). Finally, average performance
in science congress in 2011 was up to provincial level too (Mean= 2.250; S.d =0.856), in 2010,
the average performance in co-curricular activities was as S.d= 0.781); performance in music
was up to nationals level (Mean= 1.500; S.d =0.269). Average County performance in athletics
was up to district level (Mean= 3.846; S.d= 0.898) while that in ball games was up to provincial
level (Mean= 2.750; S.d=0.931) and average performance in science congress in 2010 was up to
62
provincial level (Mean= 2.143; S.d=0.770), in 2009, the average performance in co-curricular
activities was as follows; average performance for drama in the country was up to provincial
level (Mean= 2.000; S.d=0.534); performance in music was also up to nationals level (Mean=
1.444; S.d=0.7264). Average County performance in athletics was up to district level (Mean=
3.636; S.d=0.809) while that in ball games was up to provincial level (Mean= 2.643; S.d=0.744).
Finally, average performance in science congress in 2009 was up to provincial level too (Mean=
2.230; S.d = 0.725) and finally in 2008, the average performance in co-curricular activities was
as follows; average performance for drama in the country was up to national level (Mean= 1.375;
S.d = 0.744); performance in music was also up to nationals level (Mean= 1.833; S.d = 0.835).
Average performance in athletics was up to provincial level (Mean= 2.833; S.d = 0.834) while
that in ball games was up to provincial level too (Mean= 2.642; S.d=0.744). Finally, average
performance in science congress in 2008 was up to provincial level too (Mean= 2.083;
S.d=0.514).
4.4.9 Education Sector Policy Issues
The study required respondents to express their opinion in terms of degree of agreement or
disagreement with some aspects of education sector policy issues in the education sector in Taita
Taveta County.
63
Table 4.18; Education Sector Policy Issues
Aspects of Education Sector Policy N Min Max Mean Std. D
The free primary education program implemented by the
government has let to serious challenges in the quality of
education
164 1.00 5.00 4.1585 1.09622
The freezing of employment in the public service has let
to acute shortage of qualified teaching personnel 164 1.00 5.00 4.2500 1.08178
The devolution of TSC services to the counties is likely to
improve efficiency and effectiveness in teachers service
provision
163 1.00 5.00 3.5153 1.25391
The government policy on adoption of ICT in schools is
likely to transform the quality of teaching 164 1.00 5.00 3.9268 1.20383
The Government program for the Kenya stimulus
package has improved school infrastructure and made
learning better
164 1.00 5.00 3.3110 1.07720
The withdrawal of caning as a method of discipline has
interfered with the quality of work of teachers 164 1.00 5.00 4.1768 1.08496
Valid N (listwise) 163
Aggregate Scores 3.8897 1.1329
Source: Research Data, (2013)
The respondents agreed that the free primary education program implemented by the government
has led to serious challenges in the quality of education (mean of 4.16; s.d of 1.096). Similarly
respondents agreed at a mean of 4.25 and standard deviation of 1.082 that freezing of
employment in the public service has led to acute shortage of qualified teaching personnel in the
County. Respondents were neutral about two observations: the devolution of TSC services to the
counties is likely to improve efficiency and effectiveness in teachers‟ service provision (Mean:
3.52; S.d=1.253), the government policy on adoption of ICT in schools is likely to transform the
quality of teaching (Mean: 3.93; S.d=1.20), and the government programme for Stimulus
Package has made learning better (mean: 3.31, S.d=1.077). Finally, respondents in the study
64
agreed at a mean of 4.17 and standard deviation of 1.085 that the withdrawal of caning as a
method of discipline has interfered with the quality of work of teachers.
4.5 Inferential Analysis
Inferential statistics are used whenever we wish to infer things about the population at large from
information taken from a small sample of that population. Inferential statistics are important in
social sciences research as we typically study a sample yet we wish to reach conclusions about
the larger populations from which the sample drawn. Inferential statistics allow us to make
generalization from the situation not studied. The researcher conducted a multiple regression
analysis so as to test relationship among variables. The research applied the statistical package
for social sciences (SPSS) to code, enter and compute the measurements of the multiple
regressions for the study. Table 4.3 provides the summary of the regression model applied in this
study.
Coefficient of determination explains the extent to which changes in dependent variable can be
explained by the change in the independent variables or the percentage of the variation in the
dependent variable (Quality of Education Services) that is explained by all the five independent
variables (Employee safety, health and welfare, Performance management, Human resource
recruitment and selection, Teacher training and development).
65
Model 1: Direct Relationship between Human Resource Activities and Service Quality
Table 4.19: Model Summary (Direct relationship)
Model R R Square Adjusted R
Square
Std. Error of
the Estimate
1 .617a .480 .448 .3787
Predictors: (Constant), Employee Safety, Health and Welfare, Performance Management, Compensation
Management, Human Resource Recruitment and Selection, Teacher Training and Development
Source; (Research Data; 2013)
According to the first model applied in this study, Adjusted R Square was 0.448 implying that
the independent variables studied explain 44.8% of the effects of Human Resource Management
practices on quality of education services in Taita Taveta County. This implies that the other
variables not studied in this research contributed 55.2% of the variability in quality of education
services.
The ANOVA report which assesses the overall significance of the regression model applied in
this study indicates that, p<0.05 (Sig. =0.00) and therefore our model is significant.
Table 4.20.: ANOVA (1)
Model Sum of Squares Df Mean Square F Sig.
1
Regression 19.210 5 3.842 23.499 .000b
Residual 48.068 294 .163
Total 67.278 299
a. Dependent Variable: Quality of Education Services
b. Predictors: (Constant), Employee Safety, Health and Welfare, Performance Management,
Compensation Management, Human Resource Recruitment and Selection, Teacher Training and
Development.
Source; (Research Data, 2013)
66
Table 4.21; Parameter Coefficients (1)
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
(Constant) 1.087 .123 8.849 .000
Human Resource Recruitment andSelection .287 .050 .405 5.755 .000
Teacher Training and Development -.074 .054 -.113 -1.375 .170
Compensation Management -.018 .036 -.027 -.508 .612
Performance Management .191 .042 .321 4.581 .000
Employee Safety, Health and Welfare .132 .038 .181 3.490 .001
a. Dependent Variable: Quality of Education Services
The linear equation used in the SPSS model is;
Source: (Research Data, 2013)
……………………………………Model 1
Where:
As per the SPSS results generated, the equation translates to:
ESQ =1.087 + 0.40S – 0.113TD – 0.2 Comp Mgt + 0.321 Perf Mgt + 0.181 ESH
Where; ESQ =RS + TTD + Comp. Mgt + Perf. Mgt + ESH
ESQ-Education Service Quality
RS-Recruitment and selection
TD-Training and development
Comp.Mgt-Compensation management
Perf. Mgt-Performance management
ESH-Employee safety and health
Education Service Quality =1.087 + 0.405 – 0.113 – 0.27 + 0.321 + 0.181
67
Where; ESQ = Constant + HRRS + TTD + Comp. Mgt + Pef. Mgt + ESHW
Model 2: Moderated Relationship
Step 1: Relationship between dependent variable and moderator variable
The second model applied in this study measured the relationship between the dependent
variable (Quality of education services) and the moderating variable (Education sector policy
issues). The main aim was to find out the extent of the moderating effect of the latter to quality
of education services. The outcomes of the model are presented below.
Table 4.22: Model Summary (Moderated relationship)
Model R R Square Adjusted R
Square
Std. Error of
the Estimate
1 .128a .016 .011 .4861
a. Predictors: (Constant), Education sector policy issues
Source; (Research Data; 2013)
According to model 2, R Square was 0.016 implying that the moderated variable explains 1.1%
of the effects of Human Resource Management practices on quality of education services in the
County. The ANOVA report which assesses the overall significance of the regression model
indicates that, p<0.05 (Sig. = 0.097) and therefore this model is not significant at the 99%
confidence level. The model is however significant at the 95% confidence level.
Table 4.23: ANOVA (2)
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression .658 1 .658 2.785 .097b
Residual 39.469 167 .236
Total 40.127 168
a. Dependent Variable: Quality of Education Services
b. Predictors: (Constant), Education sector policy issues
Source; (Research Data, 2013)
68
However, the summary of coefficients illustrated in the table below reveals that the moderator
variable (Education sector policy issues) is not significant at the 99% confidence level
(P<0.097), the relationship would however be significant at the 95% confidence level. The Beta
value for Education sector policy issues is -0.128 meaning that there is a negative relationship
between the education sector policy issues and quality of education services in schools in Taita
Taveta County according to this study.
Table 4.24: Parameter Coefficients (2)
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
(Constant) 1.794 .116 15.459 .000
Education sector
policy issues -.058 .035 -.128 -1.669 .097
a. Dependent Variable: Quality of Education Services
Source; (Research Data, 2013)
Step 2: Moderated relationship between dependent variable and independent variables
The second step of the moderated model measured the relationship between Quality of Education
Services and the independent variables under the influence of a moderator (Education sector
policy issues). The model summary is illustrated below;
Table 4.25; Model Summary Direct relationship
Model R R. Square Adjusted Square Std Error of the Estimate
1 .530a .281 .254 .4221
a. Predictors; (Constant), Employees Safety, Health and Welfare, Education Sector Policy Issues,
Performance Management, Compensation Management, Human Resource Recruitment and
Selection, Teacher Training and Development.
Source; (Research Data, 2013)
69
According to the moderated model, Adjusted R Square was 0.281 implying that the independent
variables studied account for about 25.4% of the effects of Human Resource Management
practices on quality of education services in the County with education policy issues playing a
role in the relationship. The ANOVA report illustrated in the table below indicates that, p<0.05
(Sig. = 0.000) and therefore our model is significant at the 99% confidence level.
Table 4.26; ANOVA (3)
Model Sum of
Squares
Df Mean
Square
F Sig.
1
Regression 11.268 6 1.878 10.542 .000b
Residual 28.859 162 .178
Total 40.127 168
a. Dependent Variable: Quality of Education Services
b. Predictors: (Constant), Employee Safety, Health and Welfare, Education sector
policy issues, Performance Management, Compensation Management, Human
Resource Recruitment and Selection, Teacher Training and Development
Source; (Research Data, 2013)
According to our model;
…………………………………Model 2
The model equation will translate into the following after substitution of the variables:
Education Service Quality = 1.367 - 0.157 + 0.350 – 0.014 – 0.04 + 0.258 – 0.203
Where; ESQ = Constant + ESPs + HRRS + TTD + Comp. Mgt + Pef. Mgt + ESHW
These results imply that education sector policy issues relate negatively with quality of education
services, the relationship is not significant (p>0.05; p=0.021); There is a significant positive
relationship between quality of service and human resource recruitment and selection (p<0.05;
p=0.00); Quality of service relates negatively with teacher training and development and the
relationship is not significant at both the 99% and 95% levels of confidence (p=0.903). Similarly
there is a negative relationship between quality of service and compensation management but the
relationship is not significant at both the 99% and 95% levels of confidence (p=0.582); there is a
positive relationship between quality of service and performance management but it is only
significant at the 95% confidence level (p=0.10). Finally, the relationship between service
70
quality and employee safety, health, and welfare is negative but significant at the 99%
confidence level (p=0.004).
Table 4.27: Parameter Coefficients; (3)
Model Unstandardized
Coefficients
Standardized
Coefficients
T Sig.
B Std.
Error
Beta
1
(Constant) 1.367 .190 7.188 .000
Education sector policy
issues -.071 .030 -.157 -2.335 .021
Human-Resource
Recruitment and Selection .254 .069 .350 3.666 .000
Teacher Training and
Development -.009 .077 -.014 -.122 .903
Compensation Management -.027 .050 -.040 -.552 .582
Performance Management .159 .061 .258 2.619 .010
Employee Safety, Health
and Welfare -.151 .052 -.203 -2.908 .004
a. Dependent Variable: Quality of Education Services
Source; (Research Data, 2013)
71
Table; 4.28: Summary of the Regression Results
Parameter Model
results
before
moderat
ion
Model
results after
moderation
Change Comment
Constant 1.087 1.367 0.28 The value of the constant increases with moderation of
the independent variables
R2 0.48 0.254 0.226 The model accounts for a lower percentage of the
variance in service quality after moderation. The
percentage reduces by 22.6%
P 0.000 0.000 0.000 The model is significant with and without moderation.
F 23.499 10.542 -12.597 A reduction of the F value by 12.597 after moderation of
the independent variables means that the non moderated
model was better than the moderated model in
explaining the variability of service quality under the
effects of the independent variables
T 8.849 7.188 -1.661 The value of t has reduced, meaning that after
moderation the independent variables have lesser impact
on the variability of service quality
β _HRRS 0.405 0.350 -0.05 The value of Beta reduced by 0.05 after moderation
meaning that any variability in HRRS now has a lesser
effect on the variability of service quality
β_ TTD -0.113 -0.014 0.099 The value of Beta has increased by 0.099 after
moderation meaning that any variability in TTD now
has a greater effect on the variability of service quality
β_ CoMgt -0.027 -0.040 -0.013 The value of Beta reduced by 0.013 after moderation
meaning that any variability in Compensation
management now has a lesser effect on the variability of
service quality
β_ PefMg 0.321 0.258 -0.063 The value of Beta reduced by 0.063 after moderation
meaning that any variability of performance
management now has a lesser effect on the variability of
service quality
β_ ESHW 0.181 -0.203 -0.307 The value of Beta reduced by 0.307 after moderation
meaning that any variability in ESHW now has a lesser
effect on the variability of service quality
β_
Moderator
-0.128 -0.157 -0.029 The Beta value of the moderator variable was less than
that of the non moderated independent variables by
0.029. This implies that any variability in the moderator
variable has lesser effect on how service quality varies.
Source; (Research Data, 2013)
72
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter discusses overall findings with the aim of answering the research questions. The
chapter also presents the conclusions and recommendations from the current study based on the
research objectives.
5.2 Summary of findings
The first objective of this study was to find out how recruitment and selection practices relate to
quality service delivery among public secondary schools in Taita Taveta County. Generally,
recruitment and selection practices for teachers in the County were found to be transparent but
interview sessions were not professionally managed.. Professional, open and free hiring is one of
the necessary factors for quality in education service provision as it ensures that the right
teachers are hired for the job and that each of the selected applicants are fit for the subject area
they are applying for. However, it was clear from the findings that most respondents feel that
TSC is not keen to ensure that public schools are well staffed; this could be attributed to the
teaching staff shortages experienced in public schools all over the County. The significant
positive relationship between quality of service and human resource recruitment and selection
implies that the current practice in HRM positively impacts education service quality.
Regression statistical tests revealed that education sector policy issues relate negatively with
quality of education services, this implies that most of the policies set up in the education sector
have not been beneficial to quality of education as it has generally deteriorated instead of
improving.
The second objective of the study was to determine how teacher training and development
practices influence quality service delivery in Kenyan public secondary schools. Teacher training
73
and development has been cast in literature as being very important towards educational capacity
building and provision of quality education services in schools. It is evident from the findings
that teacher training and development is valued and given priority as teachers get the
opportunities to train even while working and such training is evaluated to ensure it is of high
quality. However, it was also evident that some conditions that support good training and
development of teachers were not met or were at least poorly implemented. For example the
training is not available to them yearly and in many cases the teachers‟ training programs are not
availed in line with their needs. Regression analysis reveals that quality of service relates
negatively with teacher training and development. This reflects the shortcomings of teacher
training and development pointed out above and indicates that they negatively impact on the
quality of education services provided by teachers.
The third objective of the study was to identify how compensation management practices of
teachers related to quality service delivery among public secondary schools. According to most
literature reviewed, compensation management plays a key role in the performance of teachers as
compensation is an important factor in motivation. In general, respondents were dissatisfied with
compensation management in the County and country as a whole. The only factor that was
pointed out strongly was that teachers‟ job tasks were challenging enough to require technical
skills. Generally, teachers do not get good insurance cover or generous retirement plans, they
don‟t benefit from educational assistance or reimbursement programs and their welfare in terms
of meals at the place of work is not taken care of. The study also established that teachers lack a
predictable promotion policy and the significance of their job was recognized through the
employer‟s (TSC) policy. This kind of environment had a negative effect on service quality as
indicated by regression statistics results; these showed a negative relationship between quality of
service and compensation management.
The study also aimed to establish the extent to which the current teacher performance
management systems influence quality service delivery among schools. In this respect, there was
also overall dissatisfaction with the way the Teachers Service Commission managed teachers‟
performance. Generally the teachers feel that the management of teachers‟ performance is not
guided by good policy, realistic goals, or performance outcome monitoring frameworks. This
74
situation can be linked with quality of education service provided in public schools. Regression
results indicate that there is a positive relationship between quality of service and performance
management implying that better management of teacher performance would raise the quality of
education service provided by teachers.
Finally, the study set out to investigate how employee safety and health procedures affect quality
service delivery in public Secondary schools. The findings of this study indicate that although
the respondents were generally satisfied by the workplace atmosphere provided by school
management, they also indicated substantial deficiency in most other aspects of teacher safety
and health. It is clear from the findings that teachers are not well assured of their health and
safety at their places of work with aspects such as small staffroom space, lack of good standards
of hygiene, and crowding being cited. It is also clear from the findings that nothing has been
done to make the conditions of work more favourable to the teachers. This is more evident from
the regression analysis which reveals a negative relationship between service quality and
employee safety, health, and welfare.
5.3 Conclusions
This study concludes that education service quality is affected by as indicated by the regression
equation Yx (Education Service Quality) = 1.367- 0.157X1 + 0.350X2 – 0.014X3 – 0.04X4 +
0.258X5 – 0.203X6. The equation shows that taking all factors into consideration (Education
sector policy issues; Human resource recruitment and selection; Teachers training and
development; Compensation management; Performance management; and Employee safety,
health and welfare), then quality of education services is 1.367.
Recruitment and selection of teaching staff is one of the factors that affects quality of education
services according to the regression results of this study. This can be mainly attributed to lack of
professionalism in the hiring process and poor staffing of schools leading to shortages of teachers
in schools. Quality of service relates negatively with teacher training and development, it is
concluded that this is attributable to various shortcomings of teacher training and development
identified in the study. The study established that although teachers training, development and
evaluation of the process is given priority, conditions that support good training and development
of teachers are not provided and therefore the overall goal is not achieved. The greatest factor
75
that may be adversely impacting quality of education though is that teachers‟ training programs
are not availed in line with their needs.
Teachers‟ compensation is an important factor towards their motivation and subsequently affects
their service provision to students. This study concludes that compensation negatively affects
quality of service provision in Kenyan secondary schools. Findings reveal that there is
dissatisfaction with teachers‟ compensation management. The dissatisfaction is related to some
aspects of compensation including the observations that teachers‟ insurance covers, retirement
plans, reimbursements, and general welfare are not taken good care of by their employer. As a
result the quality of service offered by the teachers is lower than it would be if teachers‟
compensation was managed in a better way. Similarly, performance management as it is
generally affects quality of service. The Teachers Service Commission management of teachers‟
performance is not satisfactory leading to the feeling among teachers that the management of
their performance is not guided by good policy, realistic goals, or performance outcome
monitoring frameworks.
The study also concludes that employee safety and health procedures affect quality service
delivery in public secondary schools in a negative way. Teachers generally feel that issues
critical to their health and safety are not well addressed to improve their working conditions.
Factors such as congestion in classrooms and lack of sufficient space and standard facilities in
staff rooms adversely affect the performance of teachers. As a result there is a negative
relationship between quality of education service and health and safety management.
5.4 Recommendations
From the findings in this research, the study puts forward several recommendations to help
improve the standards of education service quality in secondary schools through human resource
management. The first recommendation is that recruitment and selection of teachers should be
streamlined and managed by professional Human Resource Management experts so as to bring it
at par with other progressive fields. The teams handling recruitment and selections should also
be well versed with the education sector and teacher‟s affairs so as to understand the
requirements of the field. Teacher training and development should be improved through
provision of proper framework for capacity building in the education sector. Teachers need to be
76
able to contribute their input into training policies so that their needs and concerns can be
accommodated in coming up with a training and development framework that addresses current
teaching needs and the different needs of teachers. The third recommendation is that teachers‟
compensation needs to be addressed through the right channels to improve their motivation. Like
in all other progressive fields, HRM in the education sector needs to put into consideration socio-
economic trends and workload to come up with a formula for improvement of teachers‟ salary,
wages and other benefits. Allowances and retirement benefits should be given special priority as
they remain an area where teachers still feel justice needs to be done. The Teachers Service
Commission management of teachers‟ performance should be improved through structured
approaches that prioritize quality on service provision. Finally, this study recommends that
employee safety and health should be re-examined in the teaching profession and the terms
improved to reach the current levels in other progressive professions. Teachers need a clean,
healthy working environment with all facilities that can assure them of their health and safety.
77
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82
APPENDICES
APPENDIX 1:
RESEARCH QUESTIONNAIRE FOR TEACHERS
Introduction
This research is intended to find out the relationship between Human Resource management
practices and quality delivery in Kenyan public secondary schools. It is expected to assist the
policy makers to reform governance and management across the education sector.
The questionnaire should not take more than 15 minutes to complete. It consists of 7 sections.
There is no wrong or correct answers of these questions and your submitted responses will be
anonymous, so please be as honest as you can. Your information will be treated with high level
of confidentiality.
Kindly provide answers to the following questions by ticking (√) against the most suitable
alternative or giving narrative responses in the spaces provided.
SECTION A: Background Information
1. Respondent‟s name: (Optional)..................................................................................
2. Sex: Male ( ) Female ( )
3. Age 20 – 25 years ( )
26– 30 years ( )
31 – 40 years ( )
Over 40 years ( )
4. Designation
Head of Department ( )
Teacher ( )
5. Level of education
High school ( )
BA/BSC ( )
BED ( )
Masters ( )
PHD ( )
Others (please specify) …………………………………………….....
QUESTIONNAIRE NO:-----------
83
6. School category National ( )
County ( )
District ( )
7. School type Girls ( )
Boys ( )
Mixed ( )
8. How many years have you been in the teaching profession?
Below 5 years ( )
5-10 yrs ( )
10-15 ( )
15 and above ( )
SECTION B: Human Resource Recruitment and Selection
The following are statements based on the performance of Teachers Service Commission on
teacher recruitment and selection in public secondary schools. Indicate how much you agree
with the process by ticking against the most appropriate of the provided options.
NOTE:
SD – STRONGLY DISAGREE
D – DISAGREE
NS – NOT SURE
A – AGREE
SA – STRONGLY AGREE
Statement SD D NS A SA
Advertisement for positions follows the
established subject vacancies.
Short listing of candidates is done
professionally
Interview panels are well structured and
interviewers are well trained and
knowledgeable
84
Section C: Teacher Training and Development
The following are statements about teacher training and development. Indicate how much you
agree or disagree with each statement by ticking on the appropriate option. Below is the
meaning of the abbreviations: NOTE:
Interview sessions are professionally managed.
There are no interferences by interested parties
such as the BOG‟S, PTA members, politicians
and heads of institutions
Selection of candidates after interviews follows
the laid down procedures. As a result no
complains arise based on nepotism, favoritism,
bribery and other ills
In general:
(a) TSC hires teachers through an open,
free, competitive and objective process
(b) TSC is keen to ensure that public
secondary schools have the required
number of teachers and that no such
schools suffer shortages.
85
SD – Strongly Disagree NS – Not Sure SA – Strongly Agree
D - Disagree A – Agree
Statement SD D
NS A SA
Teachers are provided with professional
training and development opportunities as part of
their job
At least every year I attend an in-service
training programmes related to my teaching
subjects
My employer (TSC) is keen in adoption of
training and development of its workforce
My principal supports and facilitates my job
training and advancement
Teacher Training needs are frequently conducted
to ascertain training gaps among teachers
Training programs availed are in line with the
teachers training needs
The training is offered to teachers on time
There is evaluation of the quality of training to
ascertain that training needs are met
SECTION D: Compensation Management
(a).The following are statements based on compensation practices of teachers. Indicate the extent
to which you agree with them.
Statement
SD D NS A SA
86
My employer has provided me with a good
health insurance cover and a generous retirement
plan benefits.
I am offered educational assistance or
reimbursement programs where I attend
conferences, seminars, take development courses
or even further my education through the
funding of my employer.
I am provided with healthy free meals while at
my work place and this keeps my efficiency and
morale up.
The Salary offered is quite attractive for my
level of education and experience
There is a promotion policy that makes life
predictable for me as a teacher
The employer‟s policy recognizes the
significance of the job I do
The career progression path is clear and I can
see myself rising up the ladder
The job tasks are challenging enough for me to
use all the technical skills acquired in my
thematic area of training
(b) Kindly indicate your teaching subject mean scores for the following years
Year Subject Mean-Score
2012
2011
2010
2009
2008
SECTION E: Performance Management.
Rate how much you agree with performance Management practices in your profession by ticking
against the spaces below;
87
Statement
SD
D
NS
A
SA
TSC has a well formulated and an effective performance
management policy and framework for its teachers
Realistic goals/ performance targets against time limits
expected are usually set together with realistic
ways/means to achieve them
Usually, there is rigorous monitoring of performance
outcomes against a limited set of criteria.
Measurement of actual against planned performance of
teachers is usually done by use of appropriate
performance measures
Teachers are provided with constant feedback in the
form of praise and rewards or in constructive criticism
The TSC constantly evaluates me in order to identify
my weaknesses and potentials then trains me for
acquisition of skills and capabilities that enable me to
achieve my targets
The performance appraisal methods used by my
employer are suitable and relevant
The process of setting targets, evaluating teachers and
providing feedback is a collective and inclusive one
SECTION F: Employee Safety, Health and Welfare
The following are tentative statements based on teacher safety, health and welfare; indicate the
extent to which you agree with them by ticking against the provided options.
SD D NS A SA
88
Statement
The school management provides a
favourable atmosphere of work for effective
and efficient teaching
There is sufficient assurance as to the health,
safety and welfare of all users of buildings
within the school.
There is a reasonable size of a staffroom for
teachers to use for work and for social
purposes
Good standards of hygiene are always
maintained.
There is sufficient space so that
overcrowding is avoided
My employer makes conditions of work
favourable for me; for instance descent
housing, provision of clean water supply,
lighting, security, safe means of access
among others.
Section G: Education Sector Policy Issues
The following are statements on education sector policy issues that are likely to play part in the
way teachers are managed and subsequently the quality of service they deliver. Indicate the
extent to which you agree with each statement by ticking on the appropriate option provided.
89
Statement SD D NS A SA
The Free Primary Education program
implemented by the government in the early
2000‟s has resulted to serious challenges
especially in maintaining quality of education.
The government policy of freezing
employment in the public service sometime
ago may have caused acute shortage of
qualified teaching personnel in most schools
that continues to be felt to date
The devolution of TSC services to the
counties under the new constitution is likely
to improve efficiency and effectiveness in
teacher service provision
The government policy on adoption of use of
ICT in schools is likely to transform the
quality of teaching, learning and content
delivery
The government program for Kenya Stimulus
Package as implemented has improved
school infrastructure and made them better for
learning
The government policy to withdraw caning as
a method of discipline in schools has
interfered with the quality of work of teachers
in government schools.
THE END
THANK YOU FOR YOUR PARTICIPATION
APPENDICE: 11
QUESTIONNAIRE No:___________
90
RESEARCH QUESTIONNAIRE FOR SCHOOL PRINCIPALS
Introduction This research is intended to find out the relationship between Human Resource management
practices and quality delivery in Kenyan public secondary schools. It is expected to assist the
policy makers to reform governance and management across the education sector.
The questionnaire should not take more than 15 minutes to complete.
Section A. Background Information 1. Respondent‟s name: (optional)………………………………………………………..
2. Sex male ( )
Female ( )
3. Category of school: National ( )
County ( )
District ( )
4. Type of school Boys ( )
Girls ( )
Mixed ( )
Section B: Quality of Education Service
The section of the questionnaire contains statements relating to the quality of education service
delivered by your teachers to the students. Please indicate your level of assessment with the level
of service delivery output within your institution by ticking (√) in the relevant spaces.
PLEASE NOTE;
SD =Strongly Disagree
D =Disagree,
NS = Not Sure,
A = agree
SA =Strongly Agree,
91
Statement SD D NS A SA
The overall level of students‟ achievement in KCSE
exams is quite impressive.
The discipline of the students of this school is above
average.
The school has had no experiences of strikes/unrests/riots
by the students for the last five years.
The students of this school are actively involved in co-
curricular activities.
Teachers prepare and keep up-to-date and accurate
professional documents of work in order to make learning
more effective.
The school is furnished with the necessary physical
facilities and enough TSC teachers for efficient and
effective delivery of education service.
From the experience I have had with my teachers, I have a
feeling that some teachers lazy around at the expense of
educating and inculcating good values to students.
The teachers of this school are respectful, helpful, easy to
understand and courteous while dealing with students both
in and out of the classrooms.
(b)Kindly indicate the School K.C.S.E Mean Scores for the following years
Year Mean Score
2012
2011
2010
2009
2008
92
(c). Please indicate whether or not your school participated in the co – curricular activities stated
and provide against each the highest level of attainment of your school in the same for the years
stated.
Year
Activity
1. Yes
2. No
Highest level
1. National
2. Provincial
3. District
4. Zonal
2012 Drama
Music
Athletics
Ball games
Science
congress
2011 Drama
Music
Athletics
Ball games
Science
congress
2010 Drama
Music
Athletics
Ball games
Science
congress
2009 Drama
Music
Athletics
Ball games
Science
congress
2008 Drama
Music
Athletics
Ball games
Science
congress
93
Section C: Education Sector Policy Issues
The following are statements on education sector policy issues that are likely to play part in the
way teachers are managed and subsequently the quality of service they deliver. Indicate the
extent to which you agree with each statement by ticking on the appropriate options provided.
Statement SD D NS A SA
The Free Primary Education program
implemented by the government in the
early 2000‟s has resulted to serious
challenges especially in maintaining
quality of education.
The government policy freezing
employment in the public service
sometime ago may have caused acute
shortage of qualified teaching personnel in
most schools that continues to be felt to
date
The devolution of TSC services to the
counties under the new constitution is
likely to improve efficiency and
effectiveness in teacher service provision
The government policy on adoption of use
of ICT in schools is likely to transform
the quality of teaching, learning and
content delivery
The government program for Kenya
Stimulus Package as implemented has
improved school infrastructure and made
them better for learning
The government policy to withdraw caning
as a method of discipline in schools has
interfered with the quality of work of
teachers in government schools.
THE END
THANK YOU FOR YOUR PARTICIPATION
94
APPENDICE; 111
RESEARCH QUESTIONNAIRE FOR STUDENTS
INTRODUCTION
The section questionnaire contains statements relating to the quality of education service
delivered by teachers. You are kindly requested to provide your honest opinion based on your
consumption of the education service.
Section A: Background Information
1. Respondent‟s name: (optional)………………………………………………………..
2. Sex male ( )
Female ( )
3. Category of school: National ( )
County ( )
District ( )
4. Type of school Boys ( )
Girls ( )
Mixed ( )
5. The following are statements based on the quality of teaching offered by your teachers in
this school. Indicate how much you agree with each statement by ticking against the appropriate
option provided. Below is the full meaning of the abbreviations.
NOTE
SD - STRONGLY DISAGREE
D - DISAGREE
NS - NOT SURE
A - AGREE
SA - STRONGLY AGREE
QUESTIONNAIRE NO---------
-------
95
Statement
SD
D
NS
A
SA
The teachers of this school;
(a) Are respectful, caring and courteous
(b) Are helpful, kind and understanding
(c) Are qualified, Knowledgeable and competent
(d) Are punctual in attending lessons,
(e) Prepare before coming to class with proper lesson
notes
I can always count on my teachers in this school for work
assignments and instilling of the ideal discipline to students
Our teachers are accessible/ available whenever students need
them to discuss their concerns, be they academic, social
emotional, physical or even family issues.
Whenever we raise complaints and our dissatisfaction as
students, our teachers listen to us; we are advised of the
complaint resolution process and provided with instructions
on the next steps.
Teachers of this school see to it that they add value to
students by improving their academic performance and active
student involvement in co-curricular activities.
Overall, I am satisfied with the way our teachers teach us and
I have hope in both this school and my teachers.
I am impressed/ satisfied by the performance of my teachers
in national exams
6.Comment on whether your school has the required physical facilities like classrooms,
dormitories, laboratories and so on for effective and efficient teaching---------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------
7. Do you think you are getting quality teaching from this school? (Yes )-----------(No)---------
If no, provide the reasons as to why you think this is so--------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
THE END
THANK YOU FOR YOUR CO-OPERATION
96
APPENDIX IV: RELIABILITY TEST
Statement Variable Scale Mean
if Item
Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Advertisement follows
established subject
vacancies (Var 9) V 9 97.0902 368.546 .440 .461 .835
Professional Shortlisting
of Candidates V10 97.3033 372.511 .370 .574 .836
Interview panels well
structured and
interviewers well trained V11 97.8361 374.006 .308 .499 .838
Interview sessions
professionally managed V12 97.9262 369.656 .357 .644 .836
Selection of candidates
follows procedures V13 97.6148 367.032 .421 .480 .835
TSC hires in an
open,free,competitive and
objevtive process V14 97.1230 346.605 .204 .311 .859
TSC is keen to ensure
public schools well
staffed V15 98.43 369.802 .391 .421 .836
Teachers provided with
professional training V16 97.6885 365.671 .406 .515 .835
I attend an inservice
training each Year V17 98.4836 373.690 .264 .401 .838
TSC adopts training and
development of teachers V18 98.3770 369.559 .385 .576 .836
The principal supports
and facilitates my job
training V19 97.6967 367.205 .380 .548 .836
Training needs are
frequently conducted V20 98.3607 367.406 .461 .550 .834
Training programs are
availed in line with needs V21 97.9016 364.552 .516 .603 .833
Training is offered on
time V22 98.3443 365.831 .524 .610 .833
Evaluation of the quality
of training is done V23 97.8033 365.366 .123 .209 .854
Provided with a good
health insuarance cover
and a generous retirement
plan by my employer
V24 98.7459 370.439 .371 .470 .836
Offered with educational
assistance or
reimbursement programs V25 98.7951 367.024 .460 .540 .834
97
Provided health free
meals at my work place V26 98.4754 371.342 .300 .368 .838
Provided with an atractive
salary V27 99.2131 373.062 .425 .523 .836
Apredictable promotion
policy offered to me. V28 98.4508 366.299 .457 .548 .834
My employer's policy
recogonizes the
significance of the job i
do
V29 98.3115 365.059 .500 .660 .833
There is a clear career
progression path V30 98.3852 367.644 .410 .517 .835
The job tasks are
challenging enough and i
use all technical skills V31 97.4918 371.128 .348 .406 .837
TSC has a well
formulated and effective
performance management
policy for its teachers
V32 97.9098 368.512 .459 .578 .834
Realistic
goals/performance targets
against time limits are set V33 97.9180 368.406 .485 .681 .834
There is a rigorous
monitoring of
performance outcomes V34 97.7787 371.099 .378 .578 .836
Measurements of actual
against planned
performance of teachers is
done
V35 98.0820 371.035 .406 .596 .836
Teachers are provided
with a constant feedback
in the form of praise and
reward or criticism
V36 98.2705 367.339 .195 .233 .844
The TSC constantly
evaluates me in order to
identify my weakness and
potential
V37 98.5574 370.282 .393 .600 .836
The performance
appraisal methods used by
my employer a suitable
and relevant
V38 98.3607 365.307 .505 .643 .833
The process of setting
targets evaluating teachers
and providing feedback is
a collective and inclusive
one
V39 97.9016 366.007 .458 .529 .834
The school management
provides a favourable
atmosphere of work V40 97.4426 372.431 .341 .591 .837
98
Item-Total Statistics
There is sufficient
assurance as to the health
safety and welfare of all
users of buildings within
the school
V41 97.8689 369.784 .387 .520 .836
There is a reasonable size
of staff room for teachers
to use V42 98.0656 372.954 .256 .519 .839
Good standards of
hygiene are always
maintained V43 97.9180 375.630 .235 .588 .839
There is sufficient space
to avoid over crowding V44 98.0738 375.507 .236 .513 .839
My employer makes
conditions of work
favourable for me V45 98.8033 373.614 .323 .431 .837
99
APPENDIX V: VARIABLE-TOTAL STATISTICS
Variable
(V)
Scale
Mean if
Item
Deleted
Scale
Variance if
Item
Deleted
Corrected Item-
Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item Deleted
Variable 9 97.0902 368.546 .440 .461 .835
V10 97.3033 372.511 .370 .574 .836
V11 97.8361 374.006 .308 .499 .838
V12 97.9262 369.656 .357 .644 .836
V13 97.6148 367.032 .421 .480 .835
V14 97.1230 346.605 .204 .311 .859
V15 98.8443 369.802 .391 .421 .836
V16 97.6885 365.671 .406 .515 .835
V17 98.4836 373.690 .264 .401 .838
V18 98.3770 369.559 .385 .576 .836
V19 97.6967 367.205 .380 .548 .836
V20 98.3607 367.406 .461 .550 .834
V21 97.9016 364.552 .516 .603 .833
V22 98.3443 365.831 .524 .610 .833
V23 97.8033 365.366 .123 .209 .854
V24 98.7459 370.439 .371 .470 .836
V25 98.7951 367.024 .460 .540 .834
V26 98.4754 371.342 .300 .368 .838
V27 99.2131 373.062 .425 .523 .836
V28 98.4508 366.299 .457 .548 .834
V29 98.3115 365.059 .500 .660 .833
V30 98.3852 367.644 .410 .517 .835
V31 97.4918 371.128 .348 .406 .837
V32 97.9098 368.512 .459 .578 .834
V33 97.9180 368.406 .485 .681 .834
100
V34 97.7787 371.099 .378 .578 .836
V35 98.0820 371.035 .406 .596 .836
V36 98.2705 367.339 .195 .233 .844
V37 98.5574 370.282 .393 .600 .836
V38 98.3607 365.307 .505 .643 .833
V39 97.9016 366.007 .458 .529 .834
V40 97.4426 372.431 .341 .591 .837
V41 97.8689 369.784 .387 .520 .836
V42 98.0656 372.954 .256 .519 .839
V43 97.9180 375.630 .235 .588 .839
V44 98.0738 375.507 .236 .513 .839
V45 98.8033 373.614 .323 .431 .837
101
APPENDIX V1: TIME SCHEDULE
The study on the relationship between HRM practices and quality service delivery in Kenyan public
secondary schools in Taita-Taveta County was conducted between January to June 2013.
ACTIVITY JAN FEB MARCH APRIL MAY JUNE
Development of
the research topic
Proposal writing
and presentation
Pilot study
Data collection
Data analysis
Report writing
and submission
Source: Researcher, 2013
102
APPENDIX V11: BUDGET
PROPOSED RESEARCH BUDGET
ITEM/ACTIVITY
DESCRIPTION PROJECTED
QUANTITY
PROJECTED
COSTPER UNIT
TOTAL COST
Secretarial services Proposal typing
Printing
Photocopying
Project typing
Printing
Project
photocopying
Binding
70 pages
70 pages
6 copies
90 pages
90 pages
6 copies
6 copies
20/- per page
(5/- per page)
(210/-per copy )
(20/- per page)
( 5/- per page)
(270 per copy)
(250per copy)
1,400
350
1,260
1,800
450
1,620
1,500
Consolidation of
literature
-Travelling to
libraries
Accommodation
and subsistence.
30 days
30 days
@3,000
@2,000
90,000
60,000
Field research
travelling
Fare and
accommodation
10 days for 3
People
@2,000 60,000
Sub total 218,380
Contingences 10% of the total
expenditure
21,838
GRAND TOTAL
KSH. 240,218
Source; researcher, 2013