PERFORMANCE CONTRACTING AND HEAD TEACHER PERFORMANCE IN PRIMARY AND SECONDARY SCHOOLS IN KENYA
DOI:
https://doi.org/10.53555/eijbms.v2i2.11Keywords:
Performance contracting, Performance appraisal, Head teachers’ performanceAbstract
This study seeks to establish the extent to which performance contracting has been adopted, its effects on the performance
of head teachers and subsequent challenges in schools in Kenya with special reference to Embu County Schools. Review
of recent empirical crossnational studies conducted to decode the comfort of signing performance contract, shows that
head teachers did not reject implementation of performance contract in totality. There were flaws in sensitivity of scopes,
meaning, importance and equity to all. Since performance contract is a freely negotiated tool, government should lay a
good foundation and not hurried up process leading to confusion. Performance contracting is directed to all public civil
service as a reform agenda for better service delivery. Whereas the high ranking servants may welcome the idea of
measuring performance the lower cadre might feel exposed hence resist. Performance appraisals evaluate strengths and
weakness against the criteria set upon organizations goal and therefore are worthy. Challenges in grading structure and
negotiation committee can be addressed by agreed targets. Further, in all stages communication should remain open and
eliminate any ambiguities to build trust. Fair and firm government instructions with proper standards against which
results can be measured, will lead head teachers giving key areas for good results establishment. Good leadership by
head teachers will influence teachers to willingly and enthusiastically append signatures in performance appraisals.
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