Challenges and Strategies for Non-Teaching Staff in Enhancing Management of Public Secondary Schools

Abstract

Non-teaching staff are central in school management, in terms of formulation and implementation of programmes in secondary schools. Non teaching staff provide support services in management of schools and are recruited and remunerated by school management. The existing labour laws and policy directives from the government stipulates opportunities available for employees. The labour laws are meant to enhance management of school programmes and non-teaching staff in public secondary schools. In Hamisi Sub-County despite the existing labour laws the non teaching staff seem to face challenges in the performance of their duties. The purpose of this study was to establish challenges faced and coping strategies used by non-teaching staff in enhancing management of public secondary schools in Hamisi Sub-County. The objectives of the study were to: establish the challenges in terms and conditions of employment faced by the non-teaching staff, determine challenges in privileges and benefits faced by the non-teaching staff, establish coping strategies used by non-teaching in dealing with challenges in terms and conditions of employment, and establish coping strategies used by non-teaching in dealing with privileges and benefits in management of public secondary schools in Hamisi Sub County. A conceptual framework showing the relationship between the challenges, strategies and coping strategies for non-teaching staff in enhancing management of public secondary schools in Hamisi Sub County were used to guide the study. The study adopted descriptive survey research design. The population of the study was 224. That is, 36 Principals, 36 BOM chairpersons and 151 non teaching staff and 1 Sub County Director of Education (SCDE). Five (13.8%) of the schools were used in a pilot study. Saturated sampling technique was used to select 31 Principals, 31 BOM chairpersons and 108 non teaching staff were selected by simple random sampling. Questionnaires, interview schedule and document analysis guide were used in collecting data. Face and content validity of the instruments was determined by experts in Educational Administration whereby their inputs incorporated in the final draft. Cronbach’s alpha was used to determine reliability of the instruments whereby a coefficient of .7 and above at a p-value of 0.05 was considered reliable. The instruments were reliable as their coefficients exceeded .7 at p-value of .05. Quantitative data on challenges and strategies was analyzed using descriptive statistics and t-test. Qualitative data was transcribed and analyzed in emergent themes and sub themes. The study established that challenges that were often faced by non teaching staff were house allowance, salary, promotion, job security and water in terms of, terms and conditions of employment. With regard to challenges in privileges and benefits, the challenges often faced were salary advance and training programmes; while effective coping strategies included communication channels, training, welfare programs and bereavement schemes. The study concluded that non teaching staff faced a number of challenges and used several coping strategies as they provided services in enhancement of public secondary schools. The study recommended that non teaching staff salary, house allowance and training programmes be enhanced to enable them effectively participate in schools management as a whole. The findings of this study are significant to educational planners and administrators in formulating policy that effectively govern management of non teaching staff in enhancement of management of public secondary schools.