The role of principals in managing teachers perfomance in Gaborone adaptive school
Abstract
In this research document, an attempt has been made to investigate the role of
principals in managing teacher performance in Gaborone Adaptive Schools. The
purpose of the study was to find the significant role that principals play in mentoring,
supervising and guiding teachers in schools. The study intended to address the
following research questions:
• What is the scope and role of principals in managing teacher performance?
• Are the principals trained in issues pertaining to teacher performance
management?
• What are the main factors that contribute to good teacher performance?
Principals are faced with a challenge of having to supervise de-motivated teachers
who do not produce good academic results due to the following factors such as low
salary income; limited resources in adaptive schools interlinked with academically
challenged learners.
The research study was situated in an interpretive paradigm and the sample
consisted of ninety (90) teachers and eighteen (18) Top Management members from
Gaborone Junior Secondary Schools. The sampling technique used was purposive
sampling. The study employed both qualitative and quantitative research design and
the following instruments were used for qualitatively derived data: interview,
document analysis, literature survey and observation. A questionnaire was employed
for collection of quantitatively derived data. Quantitative data was analysed using
SPSS (version 17) whilst qualitative data was analysed through the content analysis
strategy.
This study's theoretical underpinning was grounded under the two motivational
theories of Maslow and Herzberg. The findings of the study revealed that principals
are not trained on issues pertaining to managing teacher performance; motivation is
an essential ingredient for employee performance; teacher involvement enhances
their performance; parental involvement bears good academic results; and teacher
salaries in Botswana are low and that has a negative impact on teacher performance
which in turn influences learner's academic results.
The following basic recommendations are made:
• Newly appointed principals and supervisors should undergo induction and inservice
training.
• Regular Performance Management System (PMS) workshops for teachers
and principals should be organised so that teachers and principals can be
well informed on issues of PMS.
• Incentives for teachers who are producing good results should be considered
as a tool for motivating them.
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