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Tirop, Cleophas - A Study of Factors Influencing Time Management Practices Among Public Secondary School Principals in Uasin Gishu District
Tirop, Cleophas - A Study of Factors Influencing Time Management Practices Among Public Secondary School Principals in Uasin Gishu District
Tirop, Cleophas - A Study of Factors Influencing Time Management Practices Among Public Secondary School Principals in Uasin Gishu District
PRACTICES
AMONG PUBLIC SECONDARY SCHOOL PRINCIPALS
IN UASIN GISHU DISTRICT
CLEOPAS TIROP
U N I V E R S I T Y OF NAI ROBI
EAST AFRICANA COLLECTION
UNIVERSITY OF NAIROBI
..Ilillll
0501465 9
2003
1
DECLARATION
This project is my original work and has not been presented for a degree in
any other university
Cleopas Tirop
This project report has been submitted for examination with my approval as
the university supervisor
ACKNOWLEDGEMENT
this project. My gratitude also goes to the secretaries Mary, Bella and
Irene who typed this work. I also acknowledge the contribution of Mr.
my studies.
Ill
DEDICATION
Abstract
evaluation. Their perception of how they dealt with the foregoing time
and school data from the subjects. Part B was used to gather data on
The raw data was checked, coded and transferred to a computer sheet.
records of how time was spent, managing accidental crisis, punctual but
perform various tasks and prioritizing tasks were also recommended for
TABLE OF CONTENTS
CONTENT PAGE
Declaration i
Acknowledgement ii
Dedication iii
Abstract iv
1ist of Tables xi
CHAPTER ONE
U N I V E R S I T Y OF N AI ROBI
INTRODUCTION EAST AFRICANA COLLECTIOH
Research Questions 9
CHAPTER TWO
LITERATURE REVIEW
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design 29
Target Population 30
Research Instrument 31
Validity of Instruments 32
Data Analysis 35
IX
CHAPTER FOUR
CHAPTER FIVE
BIBLIOGRAPHY ______________________________________________ 82
APPENDICES_________________________________________________ 88
LIST OF TABLES
TABLE PAGE
Table 11 School Principals’ Rating of how they planned their Time ______ 57
Schedules____________________________________________ _______59
Paperwork__________________________________________ __________61
in Relation to Travel 66
X ll
in Relation to Procrastination_____________________________________ 68
in Relation to stress_____________________________________________ 70
in Relation to Balance___________________________________________ 72
e»Nj y E R S , T Y 0 F N AI RO B I
EAST AFRICANA COLLECTION
Xlll
LIST OF DIAGRAMS
LIST OF ABBREVIATIONS
INTRODUCTION
for an individual and requires enough time for the tasks to be effectively
complain that they do not have enough time, especially for thinking and
the education system, and that the revolution begin with education
school principals among them. Drucker (1982) has pointed out that
delayed o f Na i r o b i
u n iv e r s it y
EAST AFRICANA COLLECTION
On the Kenyan educational management scene there are
is that they may not have had adequate training on school management
management.
The fact that a court of law found the Board of Governors (BOG)
to meet two months after several students died in a fire in the school to
time and deal effectively with the same. One may conclude that this is
Mungai (2001) also found that part of the cause of the problems
teachers had in their relationship with principals was that many of the
poor delegation of duties in a school. If this is the case, the principal will
end up doing duties that some of his or her subordinates should do and
so cause work overload and stress on the principal’s part (Hicks and
non-delegated tasks will tend to replace the really important work that
4
faster, the manager should write down clear and detailed objectives of
his or her job, (Stewart, 1970). Stewart (1970) found that managers fail
other principle is that the manager should find discretionary time and
available time, which a manager can be alone to think and plan, and
that the managers should set deadlines for the most important activities,
Ogodo, 2001). The two observed that fifty secondary schools had gone
reviewed from time to time. This implies that some principals have
among students.
principals, whose schools had gone on strike, are operating their own
private schools (Aduda, 2001). Aduda (2001) has further stated that
been found to be unable to spot and deal effectively with problems and
2001). Mungai (2001) also found that they paid lip service to previously
agreed decisions, and this had caused friction between them and the
taken of the fact that most secondary school principals in Kenya have
ways (Odhiambo, 2001). The study by Odhiambo was carried out within
well as making unbalanced division of time that could have been used
these studies (Odhiambo, 2001) was carried out within Uasin Gishu
involved finding out how the principals spent their working hours. This
was done by examining the factors affecting how principals divided their
time between the principals and other people was done. Finally, an
management practices.
Research Questions
practices?
enable principals to reflect upon their work and its organization in terms
of time. This will enable the principals to realize their mistakes. This
The study has filled the knowledge gap that exists, and pointed the way
The study was limited in two ways in regard to data collection. One was
that the respondents’ estimates on how they spent their time may have
respondents.
their contact time with other people and how they organise their time,
according to priorities
appropriately.
schools.
12
study: the problem and the purpose of the study, the objectives,
study.
analysis techniques.
Chapter four of the study covers data analysis and is divided into
four sections. The first section of data analysis deals with a description
U N I V E R S I T Y OF NAI ROBI
EAST AFRICANA COLLECTION
CHAPTER TWO
LITERATURE REVIEW
management.
Time Management
man has set to achieve in his enterprises. They have further stated that
achieved. Drucker (1982) has pointed out that every activity requires
time, and that all work takes place in time and uses time. Drucker
subjects felt that they did not have enough time for thinking and
managers spend their time, Stewart (1970) has pointed out that many
managers complain that they do not have enough time. She has
observed that lack of enough time for the managers may be due to the
fact that the managers have too much to do. She has further pointed
out that this could be due to the fact that their job is a highly fragmented
one such that they have few opportunities to catch up with tasks that
require more thought. She has also stated that this could be due to
)
poor organization of the Manager’s work. She asserted that good
(Stewart, 1970). She also pointed out that managers jobs are also
varied in terms of place(s) they work in and the people the managers
executives, like the school principals, Drucker (1982) has stated that the
that this sounds plausible but the only snag in this approach is that the
education system. The study found that the inertia was mainly due to
and new challenges. The study recommended that there is need for
effective. Drucker has pointed out that effective executives do not start
with planning their time, not their tasks, by finding where their time
that consume their available time. The problems with the managers’
time wastage.
management is like a hammer without a nail, and that with goals, time
objectives to the time element, Hicks and Gullet (1981) have observed
refer to those objectives, which can be realized with time that can be
methods and innovations that are attainable and that have been
time wastage.
management is like a hammer without a nail, and that with goals, time
objectives to the time element, Hicks and Gullet (1981) have observed
refer to those objectives, which can be realized with time that can be
methods and innovations that are attainable and that have been
towards which the organization is moving, that is, the most desirable
are, for example, the six national goals of education one of these being
that education should foster national unity (Barasa and Ngugi, 1990).
Hicks and Gullet (1981) observed that most managers agree that
(1982) goes on to state that there are time demands on the executive,
and the higher the executive is in the hierarchy, the more demands on
the executive’s time will the organization make. The Kenyan secondary
reasons, Drucker (1982) has concluded that with “the demands of the
she has used, as he/she works, over a period of time (Stewart, 1970;
Hicks and Gullet, 1981; Drucker, 1983). Drucker (1982) has further
between time use and time waste is effectiveness and results. The
record of activities engaged in real working time, also known as the log
Hicks and Gullets (1981) have stated that while keeping the log, the
manager (principal) should think through and list the objectives of the
job being performed. They have also stated that the managers should
list the objectives of the job being performed, list activities that
of these activities. Hicks and Gullets (1981) have proposed that once
the set period for the time log is complete, comparisons can be made
spent and the way it is actually being used. The manager should find
out if there is a gap between the way time is used and the way it should
more effective time management. This, they have stated, is the trend
through which the manager can start getting control of his or her time.
managers. Hicks and Gullet (1981) have stated that the time pressure is
partly due to the fact that managers find it difficult to delegate work that
they feel they can do better themselves. This feeling, the two scholars
have stated, is said to result from a “ low tolerance for ambiguity3’ and
manager who does not delegate appropriately will perform tasks that
delegated and train the employees to do it. Stewart (1970) found, from,
her study of how managers spend their time, that it is worth while, for
managers, however busy and under pressure they are, to find time to
21
take stock of the way they work. This, she states, leads to effective
organization of both what they do and how they do it. She states further
Hicks and Gullets (1981) have expressed that the job objectives
must be clear and detailed so that the manager is aware what one
U N I V E R S I T Y OF N AI ROBI
EAST AFRICANA COLLECTION
Stewart (1970) has pointed out that one reason for managers’ failure to
should examine and see whether he has been neglecting any of his
should list all of them and then find out what he has done during the
the content of his work should find out whether what he or she is doing
that the manager should set when each objective should be attended
to. She has recommended that analysis of work content can be done by
keeping a record of all the subjects that he or she is concerned with for
some weeks, and how the manager came to be involved in them. Such
a record helps the manager to find out whether he or she needed at all
22
to have been involved, and whether there was need for involvement at
with the content of his or her work, she or he should turn to the way he
organizes his work and find out whether he can improve it. The
manager should find out whether he or she organizes the workday and
upon it. Hicks and Gullet (1981) have divided the time available to the
manager into two major working units: discretionary time and response
time. Discretionary time is that portion of the working day that the
recommended that the manager should examine the time available from
available time be estimated and all of it be put together and set aside
out that other matters encroach on his or her discretionary time, the
manager should scrutinize his or her record again and get rid of some
recommended that that the manager should set deadlines for the most
should therefore, according to Drucker (1982), keep two lists, one for
urgent activities and the other for unwelcome things that have to be
done.
Once discretionary time has been found and catered for the
for information, decisions and opinions. They have pointed out that
response time is the contact time that the manager meets his
available time be estimated and all of it be put together and set aside
out that other matters encroach on his or her discretionary time, the
manager should scrutinize his or her record again and get rid of some
recommended that that the manager should set deadlines for the most
should therefore, according to Drucker (1982), keep two lists, one for
urgent activities and the other for unwelcome things that have to be
done.
Once discretionary time has been found and catered for the
for information, decisions and opinions. They have pointed out that
response time is the contact time that the manager meets his
and members of the alumni association (if any). These contacts either
Stewart (1970) found two factors that determine the amount of time a
manager spends with people. The first is the extent to which the
school (Barasa and Ngugi, 1990; Omer, 1996; Okumbe, 2001). The
time with other people than those in smaller companies. This may be
staff and student personnel. She further found that heads of functions
various departments.
he states that there are some callers who can't be avoided for example,
previous night’s pool game. These calls, he reports, go almost all day
out whether his or her time with his or her subordinates is organized
efficiently. She has stated that there are two opposing dangers for the
stated that the former is bad for the efficient organization of the
manager's work, the latter is frustrating for his or her subordinates. She
relationship with highly skilled workers (like teachers and others in the
performance.
Drucker (1983) has further pointed out that bosses also need advice
has cautioned that the managers should not disturb his or her
Summary
they do not have enough time to do their work. This could be due to the
fact that they have too much to do; that their job is too much fragmented
time goes. It has also been stated that this investigation should be
know the objectives of their jobs as well as their activities that lead to
After doing this then the manager should re organise their work
(principal) should also set aside discretionary time and consolidate it.
He or she should also set aside response time, for use in contact with
other people.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
An ex-post facto design was chosen for this study because it was
not possible to manipulate the variables of the study like age, sex,
Target Population
The target population for this study included seventy (70) public
forty-nine (49) were male and twenty one (21) were female. Hence,
forty-nine (49) male principals and twenty one (21) female principals
schools (18) and boarding and day schools (8). According to the
the study were ten (10). This subset of the target population should
31
the pilot study being eighteen (18) principals. The extra eight (8)
Research Instrument
information from the respondents and the school data. This section
each dimension had four statements against which the principals were
32
was as follows:
♦ Agreed (4)
♦ Undecided (3)
♦ Disagreed (2)
U N I V E R S I T Y OF NAIROBI
EAST AFRICANA COLLECTION
♦ Strongly agreed (1)
their perception of the extent to which each factor influenced their time
management practices.
Validity of Instruments
questionnaires, each item was discussed with them. This was aimed at
respondents in the main study. The results obtained from the main
33
study indicated that the instrument was free from ambiguity and
Planning who indicated that the instrument was fit for soliciting the
very useful ingredient for a test to be valid. In this connection the split-
This method involved splitting the statements of a test into two halves
(odd and even items). The odd-numbered items and even numbered
items were placed in two sub-tests. Then the scores of the two sub
tests were compiled for each individual, and these two sets of scores
represents the reliability of only half the test and because reliability is
(Tuckman, 1978).
rx = 2r
1+r where:
The questionnaire items were listed from 1 to 11. Each item was
follows:
rx = 2r
1+r
Hence, the test was considered perfectly reliable since it was 0.98
for both the pilot and the main study. Authority to conduct research
It was expected that one month was enough time for the
some had not completed this exercise even after the one month period.
Two more weeks were added to this exercise to ensure that the
Data Analysis
Editing was the first step in data analysis. This process involved
spelling mistakes in the responses and any blank spaces left unfilled by
the respondents. The data was then classified according to age, sex,
and geographical location. The categorized data was then coded and
In coding, the factor items were scored from a five (5) point Likert
three, ‘disagree’ two and ‘strongly disagree’ one. This analysis was
RESEARCH FINDINGS
urban).
38
Table 1
S ex N u m b er P ercen t
Male 29 76.3
Female 9 23.7
T o ta l 38 100.0
cultural bias against the girl child experienced early in life. The other
may have sought transfers to join their husbands who could be working
Table 2
Most school principals (20) fell within the 31-40 age bracket,
followed by 14 principals who fell within the 42-50 age bracket. Only 4
school principals were over 51 years of age. Hence, the average age of
The dominance of relatively younger teachers (20) within the 31-40 age
schools may have been built through the “harambee spirit” and are
have joined better paying jobs either in the formal or informal sectors.
40
Table 3
the existence of very few principals with less than 6 years administrative
Table 4
A ca d em ic F req u en cy P ercen t
Q u a lifica tio n
Master o f Education (Med) 4 10.5
PGDE 2 5.3
B.Ed 24 63.2
Diploma in Education 7 18.4
ATS* 1 2.6
T otal 38 100.0
relatively highly qualified. The fact that only 6 principals had Masters’
Position to work and at the same time study especially through Nairobi
42
Commission has also been reluctant to give paid leave to students even
teachers from pursuing further studies. It is only recently that this was
could now get full paid study leave. Bachelor of Education holders
principal ship.
shown in Table 5.
Table 5
Size (N u m b er o f
F req u en cy P ercen t
Stream s)
1 Stream 22 59.5
2 Streams 11 28.9
3 Streams 5 13.2
_ T otal 38 100.0
43
size. This is in contrast to urban schools that must cater for an ever
migration. It is the rural areas that suffer most from this migration. It is
most probable that among the six (6) three streamed schools, most
could have been located in the Urban areas. This is reflected in the
schools (78.9%) were in rural areas with the former being larger in size
School Category
Table 6
F req u ency
S ch oo l C a teg o ry P ercen t
Boarding 12 31.6
Boarding and dav 8 21.1
Day 18 47.3
T otal 38 100.0
44
schools (21.1%) were both day and boarding. This indicates a general
schools to cater for the primary graduates who did not get places in the
school, they would choose to establish the cheaper day schools where
also provide and perform domestic and farm chores in the evenings and
thus vote for day schools and participate in constitution of the same to
ensure that cheap labour from their children is not withdrawn from them.
schools.
45
Table 7
while the rest 30 schools (78.9%) were rural. It is not surprising since
the rural District would establish schools near their farms not to
1. Performance goals
2. Task prioritisation
3. Task analysis
46
4. Administrative plans
5. Scheduling of tasks
6. Paperwork
7. Interruptions
9. Procrastination
time and other related aspects to realize both the short and term and
long term goals. Nearly 84% of the principals agreed that they wrote
47
they ever wrote annual performance goals while only three schools
mildly agreed (39.5%) that they kept a master list of all the smaller jobs
and 21 principals (55.3%) others who strongly agreed and mildly agreed
whether actions would help them achieve their goals. Twenty one
whether their actions would help them achieve their goals. One (1)
Table 8
G oal R elated T a sk SC A L E
SA MA LJ MD SD
No % No % No % No % No %
Writing o f the Annual 16 4 2 .1 16 4 2 .1 3 7 .9 1 2 .6 2 5 .3
Performance Goals
Keeping master list o f 15 3 9 .5 15 3 9 .5 4 1 0 .5 1 2 .6 3 7 .9
performed tasks according to the order of priority (what to start with and
have a lot of workload each day that they do not start the day with a cup
and mildly disagreed that they leisury start the day. However, 4
mildly agreed that they start the day with a cup of coffee, conversation
principals (18.4%) are poor time managers but may imply that they start
their day at a low tone but end at a higher tone. Three principals
that the urgent tasks are performed first, followed by the less urgent
task. This can reduce organizational conflict and can ensure harmony
strongly disagreed that they tended to do the easy jobs first, followed by
Four principals (10.5%) were undecided. Its not surprising that most
principals (50%) tended to do the simple jobs first and ended in doing
the difficult jobs, which involve a lot of thinking and need adequate time
strongly and mildly agreed that constantly switching priorities was a big
divide, that is, the positive divide (agreement) and negative divide
switching priorities since a matter that may have been given a first
temporal circumstances.
Table 9
SA \I A U MD SD
No % No % No % No % No %
Start the day with coffee, 4 10.5 3 7.9 3 7.9 7 18.4 21 55.3
conversation or reading a
newspaper
Prioritising by various 27 71.1 1 21.1 1 2.6 0 0 2 5.3
jobs and activities
Tend to do the quick easy 12 31.6 4 18.4 4 10.5 7 18.4 8 21.3
or enjovable jobs first
Constantly switching 8 21.1 4 34.2 4 10.5 5 13.2 8 21.1
priorities is my big
problem on mv job
52
strongly and mildly agreed that they kept record of how they spent their
respectively strongly and mildly disagreed that they ever kept a record
of how they spent their time. Three principals were however undecided
principals (5.3%) mildly disagreed with this aspect while one of them
actions, one may not improve on future performance. This could be the
reason why schools that constantly review all the factors that affect their
53
performance.
that they, respectively, strongly or mildly agreed that they had to report
early, stay late and take work home to get it all done. One principal was
respectively strongly and mildly disagreed that they did so. It is not
surprising that (78.9%) of the principals had to report early in the office,
stay late and take work home to get it all done. The current 8-4-4
teachers and students that each and every one of them has to strain to
and objectives.
avert crisis. Hence, school principals would not mind spending most of
54
Table 10
No % No % No % No % No %
I k e e p re c o rd o n h o w I s p e n t 21.1 7 18.4 3 7.9 10 26.3 10 26.3
8
m v tim e fo r s p e c ifie d p e rio d
16 42.1 19 50.0 1 2.6 2 5.3 0 0.0
I c o n s ta n tly a n a ly z e
e v e ry th in g I a m d o in g a n d
lo o k f o r w a y s o f im p ro v in g
m v p erfo rm an ce
I c o m e early, s ta y la te o r ta k e 23 60.5 7 18.4 1 2.6 4 10.5 3 7.9
w o r k h o m e to g e t it all d o n e
C o n s ta n tly re c u r r in g c risis 6 15.8 15 39.5 3 7.9 4 10.5 10 26.3
ta k e u p to o m u c h o f m y tim e.
55
respectively strongly and mildly agreed that they wrote a to-do list every
that they over wrote a to-do list everyday, respectively. This data
implies that most principals (55.3%) were good time planners, and since
every task is performed within a specific time frame, then work is done
unfortunate that (36.9%) of the principals were not guided by any list of
daily activities they had to perform. This could create confusion and
conflict.
that included specific goals, activities, priorities, and time estimates for
A principal who does not write a work plan is bound to perform poorly in
such an atmosphere, people feel they own the institution and the
always change the ways things are done upon assuming office from
revolution. Table11 shows principals’ gauge of how they plan for their
time.
57
Table 11
UNIVERSITY OF NAIROBI
EAST AFRICANA COLLECTION
58
time each day for doing the most important tasks. One was undecided
on this issue and another one (2.6%) mildly disagreed that he/she did
importance. This may reduce the backlog and ensure tasks are
(26.3%) respectively strongly and mildly agreed that they often got
distracted from their schedule and tended to jump from one task to
The rest 2 principals (5.3%) indicated that they never spared anytime
59
for the unexpected. This is very dangerous since managers are forced
Table 12
S c h e d u li n g A t t r i b u t e s S c a le
SA V IA U MD SD
No % No % No % No % No %
I s c h e d u le tim e e a c h d a y 23 6 0 .5 13 3 4 .2 1 2 .6 1 2 .6 0 0
to d o m o s t im p o r ta n t ta s k s
I g e t d i s tr a c te d fro m 9 2 3 .7 10 2 6 .3 4 1 0 .5 4 10.5 11 2 8 .9
s c h e d u le a n d te n d to ju m p
fro m ta s k to ta s k
H a v e q u ie t tim e e v e ry d a y 14 3 6 .8 9 2 3 .7 5 1 5 .8 6 1 5 .8 4 10.5
s o I c o n c e n tr a te o n
im p o r ta n t ta s k s
M a i n ta i n f le x ib ility b y 22 5 7 .9 11 2 8 .9 3 5 .3 2 5.3 0 0
s p a r in g tim e fo r th e
u n e x p e c te d
had a good systematic procedure for sorting out handling their paper
notices and reminders for the smooth running of the school. Five
and sorting out paper work. This may cause delays in communicating
managerial practice since proper filing ensures that one does not waste
time looking for a document that he/she may have misplaced. It is quite
constitutes a group that wastes the valuable but scarce time resource
61
administrative practice.
over the issue while the remaining 12 principals (31.6%) reported that
ensures that an item can be easily found and therefore time that would
wastage.
Table 13
Management
know how to handle interruptions to ensure that they do not lead to time
bunched items together and handled several things in one visit or call to
would ensure that things move in unison for the overall smooth running
their work.
Table 14
usually hectic and the unexpected incidents during travel could be the
countries like Kenya and one may not be in a position to achieve much
65
indicated that they carefully planned their business trips and never
contrary while one of them (2.6%) was undecided on the issue. This
rating by most principals (81.6%) that they planned business trips and
never travelled without a purpose reflects the busy situation in the work
tended to eat and drink more while on a business trip while 16% of
are very sensitive regarding their eating and drinking habits. They fear
things that he might have missed early in life like over-eating or over
(Mulusa, 1990)
finish all the paper work from the trip before they got back to the office.
Table 15
more when I am on a
business trip
15.8
I try to finish all the 6 1 5 .8 15 3 9 .5 7 1 8 .4 4 1 0 .5 6
principals indicated that they often put off tasks that are unpleasant for
them while slightly above 39% of the principals indicated the contrary.
among students.
indicated that they tended to wait until the last m inute to get started on
principal to try to stop a strike rather than identifying the causes and
some of the principals were subjected to needy tasks that called for
the wrong decisions while 14 of them (36.9%) were never worried. Only
the school (Baraza and Ngugi, 1990) and therefore principals had to be
management.
Table 16
wrong decisions
and had a really good time both at work and at home. Nevertheless, 15
stress may lead to loss of time, which would have been used in
69
productivity.
rest contributes greatly to stress. They should set a side some time for
Table 17
goals. Twenty principals (52.6%) indicated that they had a written list of
enough time for family, leisure or other personal interests away from
liaison (Barasa and Ngugi, 1990). These tasks are too involving and
that is why its not a wonder that most principals (50%) indicated they
1998). Few principals (18.4%) were not satisfied. This has been a
major problem with teachers who feel that they are not well paid like
looked for things that wasted their personal time and tried to eliminate
obstacles distracted them and wasted their personal time, for instance,
therefore ensure that those things that are out of schedule and
Table 18
Balance
f o r fa m ily , le is u re o r
p e r s o n a l in te re s ts a w a y
fro m h o m e
11 2 8 .9 15 3 9 .5 2 5.3 4 10.5 3 7 .9
I fe e l a lo t o f s a tis fa c tio n
w ith m v life
10 2 6 .3 11 2 8 .9 6 1 5 .8 2 5 .3 6 1 5 .8
I lo o k f o r th in g s th a t
w a s te m y tim e a n d try to
e lim in a te o r r e d u c e th e m
73
within the 31-40 age group (20 principals). Four principals (4) had over
51 years. Most principals (19) had 11-20 years of experience with very
degree holders. Most schools were single-streamed (22) with very few
schools, 12 were purely boarding while most schools (18) were day.
Finally, rural schools (30) dominated over the urban schools (8).
listing the small jobs to be done, reviewing long range goals, prioritising
flexibility, and carefully sorting out paper work. These factors positively
tasks.
CHAPTER FIVE
likert scale.
contrary.
This was a 92.68% return rate but achievement of this required several
visits to the various schools to ensure that the questionnaires were duly
performance?
tasks, analysing the tasks. They were also effective in carefully sorting
out their paper work and in collaborating with other school members.
principals. It would thus deduce that most of the principals had good
practices.
may reduce the probable conflict between the principal and the
academic performance.
even carry with him work home. Under such circumstances he/she
might lack sufficient time for his personal interests. It is always vital for
principals to allocate some time for their personal interests, goals and
personal goals.
organizational tasks can take up all the time for personal interests. This
principals may result to truancy to try to compensate for the time lost for
These conflicts are evident and partly result from poor time
practices can create harmony between the individual (principal) and the
organization (school).
officials may all result in interrupting the day’s schedule. Head teachers
should leave/set some time during the week for which the lost time can
be recovered
79
and skills of proper time management, the principal can train his/her
respectively.
task to an appropriate time in the future for they may have set some
with even the minor tasks that can be performed by other members of
enhances harmony between him/her and the teachers since the latter
feel that they are actually part of the school in general and in particular
the amount of time set aside for both personal and organizational
BIBLIOGRAPHY
York: Longman.
Association.
Routledge.
83
Hicks, H.G. and Gullet C.R. (1981). Management. (4th Ed). New York:
Me Graw Hills.
Business Books.
Surjeet Publications.
Measurement.
Monette, D.R, Sullivan, I.J and Dejong C.R, (1990). Applied Social
Winston Inc.
Development.
University.
Standard. P.10.
Bureau.
Kenyatta Foundation.
APPENDICES
APPENDIX A:
Letter to respondents
Date:
University of Nairobi
Department of Educational
NAIROBI
Dear principal,
I kindly request you to give information on how you manage time while
Thank you.
C.K. TIROP
89
APPENDIX B:
QUESTIONAIRE FOR PRINCIPALS
PART A
Male [ ]
Female [ ]
Please tick the age bracket within which you fall below.
20-30 [ ]
31-40 [ ]
U N I V E R S I T Y OF N A l R O i J
42-50 [ ] EAST AFRICANA COLLECTION
51 and above [ ]
1 day - 5 years [ ]
6years-10years [ ]
11 years-20 years [ ]
21 years - 30 years [ ]
4. Please tick the size of your school in terms of class streams below
1 [ ]
2 [ ]
3 [ ]
4 [ ]
5 [ ]
6 [ ]
90
Above 6 [ ]
5. Tick against the appropriate school category for your school below.
Day [ ]
Boarding
Girls only [ ]
Boys only [ ]
Ph.D [ ]
M.ED [ ]
Diploma in Education [ ]
B.ED [ ]
B.SC/BA [ ]
Dip in Education [ ]
T.T. [ ]
Urban [ ]
Rural [ ]
91
PART B
Column Abbreviation:
SA Strongly Agree
MA Mildly Agree
U Undecided
MD Mildly disagree
SD Strongly Disagree
1. GOALS
SA MA U MD SD
job
2. PRIORITIES
SA MA U MD SD
3. ANALYSIS
SA MA U MD SD
4. PLANS
SA MA U MD SD
5. SCHEDULES
SA MA U MD SD
6. PAPER WORK
SA MA U MD SD
7. INTERRUPTIONS
SA MA U MD SD
8. TRAVEL
SA MA U MD SD
9. PROCRASTINATION
SA MA U MD SD