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.