| dc.description.abstract | The concept of delocalization encompasses the transfer of teachers by their employers
either voluntarily or involuntarily to another location which is not necessarily the
county of the teacher's origin. The transfer of principals in some schools faced
succession related disruptions. More so, the academic performance of the secondary
schools has been on a downward trend where the examination malpractices were
observed nationally. This study sought to establish the effects of delocalization policy
on principals’ performance in Secondary Schools in Loitokitok Sub-County, Kajiado
County. Specifically, the study sought to determine the effects of delocalization policy
on principals’ management of students' discipline in secondary schools in Loitokitok
Sub-County, to examine the effects of delocalization policy on principals’ curriculum
supervision in secondary schools in Loitokitok Sub-County, to establish the effects of
delocalization policy on principals’ infrastructure development in secondary schools in
Loitokitok Sub-County and to determine the effects of delocalization policy on
principals’ motivation of teachers in secondary schools in Loitokitok Sub-County. The
study was guided by Collegial Leadership Theory and Agency Theory. The research
design for the study was descriptive design with case study approach. There are 22
secondary schools in Loitokitok Sub-County therefore, the target population comprised
of all the 22 principals and 286 teachers in Secondary Schools in Loitokitok Sub County
in Kajiado County. The target population was stratified into three categories namely;
Boys, Girls and Mixed Secondary Schools whereby 11 schools representing 50% were
sampled with a total of 204 teachers. All the 11 Principals of the sampled schools were
selected using purposive sampling while 30% of the 204 teachers of the sampled
schools were sampled using simple random method. This resulted to an overall sample
size of 72 respondents. Primary data was utilized which was collected using a
questionnaire. This had both closed and open-ended questions covering the variables
and the objectives of the study. Pilot study was undertaken prior to the actual study to
help determine the instruments' accuracy, clarity, and applicability. The data collection
procedure began by seeking the letter of approval from Machakos University followed
by research permit from National Commission for Science, Technology and Innovation
(NACOSTI). The study found that the principals offer good management skills in order
to have students portray good behavior and that the respondents have attended in service courses on curriculum implementation. The study found that students pay fees
timely which boost the smooth school operations and that the respondents create a
conducive working environment in the school. The study concluded that teacher
motivation is significantly influenced by both curriculum supervision and
infrastructure. However, principal performance is not significantly correlated with any
of the four variables, which may indicate that other unmeasured factors influence
principal performance, or the measurement of performance may need refinement. It was
recommended that since principals demonstrate good management skills that support
good student behavior, education stakeholders should invest in continuous leadership
training and mentorship programs for school leaders. School Boards and education
offices should recognize and incentivize effective principals to maintain high standards
of school leadership. | en_US |
