Headteacher Barriers during tranfer of training to School Governance by Gioko

Aga Khan Academy, Mombasa, Kenya Gioko Maina DM Candidate

EXPLORING THE BARRIERS FACING HEADTEACHERS' TRANSFER OF LEADERSHIP TRAINING SKILLS INTO SCHOOL GOVERNANCEGioko Maina (DM Candidate)Aga Khan AcademyMombasa, Kenya

TITLE


1. School governance has an influence on NEP. 2. NEP has been used as a measure of quality

of teaching and learning in schools. 3. NEP is high stakes as it determines the

transition of the students to secondary schools, ranking of the schools and potential scholarship offers.

4. Headteachers’ competencies determine the governance in schools.

5. Most Headteachers are promoted to their post, either through maturation on the job or being exemplary teachers.

6. MoEST and TSC has urged the Headteachers to attend PLS.

BACKGOUND


Despite attending ELMT which is one of the PLS, a blame

game has resulted with MoEST and TSC not observing the

expected NEP trends and the Headteachers blaming the

quality of the PLS.

PROBLEM


Exploration of transfer of ELMT skills, to

identify the barriers the Headteachers faced as

they implemented skills in school governance.

RESEARCH FOCUS


LITERATURE REVIEW

1. There are factors that the Headteachers explored for them to decide what to implement from the dearth of information that they received in ELMT.

2. Transfer of skills is a continuous process after the training. 3. The time after training was seen as a factor with various

researchers giving different percentages of what is applied and the failures and investment results.

4. Several barriers have been identified as being the barriers to transfer of skills.

5. Dominant sources of the transfer of training barriers have been identified in the trainee, trainer, manager and the organization. The aim was to identify the barriers faced. The transfer of the exposed skills to practice varies because of typical barriers.

6. Comprehension of the ELMT skills transfer will expose the barriers enabling possible efforts to remove, diminish, convert to positive forces or counter by balancing forces (Newstrom, 1986).


Rank Order

Barriers

1 Lack of reinforcement on the job2 Interference from immediate environment (work, time

pressures, insufficient authority, ineffective work processes, inadequate equipment and facilities).

3 Non-supportive organizational culture (no strong philosophical support for the goals of professional development programs).

4 Trainees’ perception of impractical training programs.5 Trainees’ perception of irrelevant training content.6 Trainees’ discomfort with change and associated effort (undue

discomfort or extra effort).

7 Separation from inspiration or support of the trainer.8 Trainees’ perception of poorly designed/delivered training.9 Pressure from peers to resist changes (not transfer training to

the workplace).Key: 1 = greatest barrier; 9 = lowest barrier

Ranked barriers of transfer to training(Newstrom,1986)

LITERATURE REVIEW


LITERATURE REVIEW

1. Greatest barriers (rank 1-2-3) indicate that theoretical views of leadership needed to provide a consistent message in terms of organizational policies and practices so as to foster employee commitment to the mandate.

2. Least barriers (rank 4-5-6-8) boil down to the leadership philosophy endorsed by the organization to guide leadership development.

3. This clarity may increase Headteachers’ perceived relevance of recommended leadership programmes, and raise the probability that they will bring their learning back to the workplace (Quinones, 1995).


Dominant timing Barrier

Before During After

1 Lack of reinforcement on the job

2 1 Interference from immediate (work) environment

1 2 2 Non supportive organizational culture

1 Trainee’s perception of impractical training programs

1 Trainee’s perception of irrelevant training content

2 2 1 Trainee’s discomfort with change and associated effort

1 Separation from inspiration or support of the trainer

1 Trainee’s perception of poorly designed/ delivered training.

2 1 Pressure from peers to resist changes.

Key: 1 = primary time of impact; 2 = secondary time of impact

Timing of Barriers to Transfer

LITERATURE REVIEW


METHODOLOGY

1. An explorative and instrumental qualitative case study 40 primary school Headteachers

2. Focus on two cohorts, one being 4 years after the training and another 3 years after the training.

3. The Headteachers responded to a questionnaire form which was used to identify the pre- and post-ELMT NEP trends.

4. Four Headteachers (2 male and 2 female) were then identified for the qualitative case study.

5. 3 teachers from each school each from lower, middle and upper brought to 12 the number of teachers interviewed.

6. Tools were used to identify leadership styles and school learning environments. i. Open-ended questionsii. semi-structured interviews,iii. observation schedulesiv. artifact review protocol

7. Assumptions and delimitations.


METHODOLOGY

1. Strengthen the validity of the findings by further eliciting

participant validation.

2. The data was organized with the major framework of barriers.

3. Data analysis was time consuming and a complex process which

included making sense of forms filled, questionnaire responses,

interview transcripts, observations, and artefacts analyzed.

4. The emergent generalized statements from the findings were

evaluated again through thorough checks on the data.

5. Categories and patterns that seem so apparent, other plausible

explanation and linkages were found for such situations where

majority were in agreement over an issue, but some thought

differently.


1 2 3 4 5 6 7 80

50

100

150

200

250

300

f(x) = 6.54619047619048 x + 207.262142857143

f(x) = − 3.65928571428571 x + 228.241785714286f(x) = − 11.3638095238095 x + 249.304642857143f(x) = − 8.90535714285714 x + 245.647857142857

Mean -Score

JennyLinear (Jenny)VeroLinear (Vero)WellyLinear (Welly)EllyLinear (Elly)

Years from Study

Mea

n Sc

ore

out o

f 500

FINDINGS


8 yr. Rate Pre-Rate Post-Rate Difference

-25

-20

-15

-10

-5

0

5

10

15

NEP-Trends

Jenny FVero FWilly MElly M

NEP

Tre

nds R

ate

FINDINGS


Barriers were unique to respective schools while others

were generic across the four schools.

The main barriers were

1. Teachers

2. Resources

Other barriers of with lesser prominence but equal

distribution were

3. Culture

4. Emerging issues

5. Policy

6. Stakeholders (parents and students)

FINDINGS


FINDINGS

Teachers were the main

stumbling block for the

transfer if training skill in the

school governance.

1. Attitude,

2. Change,

3. Commitment,

4. Delegation,

5. Economic,

6. Parents,

7. Resistance,

8. Resources,

9. Role modeling,

10. Sensitization,

11. Team work.


FINDINGS

Resources posed a barrier to

Headteachers’ leadership training

transfer of skills.

The aspects of resources included

1.Physical

2.Time

3.Financial


Culture of the school was a key barrier. Teachers

were comfortable with the status quo and were not

ready to take risks and try out new approaches.

The status quo aspects

- lack of reading culture,

-low or non-reflective practices

-external interference of the schools

FINDINGS


FINDINGS

Emerging issues, the issues also posed a barrier to the ELMT

transfer of skills.

This is because the issues were dynamic, contextual related

and in some cases seasonal.

Such issues

a) Drugs

b) Teenage pregnancies

c) Early marriages

d) Child labor

e) Abusive parents

f) Prostitution

g) HIV and Aids infected or affected


FINDINGS

Barriers proved insurmountable due to lack of

bandwidth and support from all the stakeholders.

Parents

a) Non- attendance of meeting

b) Lack of financial support to the school

c) Non – involvement in the students learning.

Students

a) Financial

b) Time management.


FINDINGS Policy

1. School ownership.

2. Court cases.

3. Discipline.


DISCUSSIONS

HT’s Ranking

Newstrom’s Ranking

Barriers

4 1 Lack of reinforcement on the job

5 2Interference from immediate environment (work, time pressures, insufficient authority, ineffective work processes, inadequate equipment and facilities).

6 3Non-supportive organizational culture (no strong philosophical support for the goals of professional development programs).

2 4 Trainees’ perception of impractical training programs.

8 5 Trainees’ perception of irrelevant training content.

3 6 Trainees’ discomfort with change and associated effort (undue discomfort or extra effort).

9 7 Separation from inspiration or support of the trainer.

7 8 Trainees’ perception of poorly designed/delivered training.

1 9 Pressure from peers to resist changes (not transfer training to the workplace).


Before During After BarriersHT N’s HT N’s HT N’s

1 2 2 1 Lack of reinforcement on the job.

1 1 2 2 1Interference from immediate environment (work, time pressures, insufficient authority, ineffective work processes, inadequate equipment and facilities).

1 1 1 2 2 2 Non-supportive organizational culture (no strong philosophical support for the goals of professional development programs).

2 2 1 2 Trainees’ perception of impractical training programs.

2 1 1 2 Trainees’ perception of irrelevant training content.

2 2 2 2 2 1 Trainees’ discomfort with change and associated effort (undue discomfort or extra effort).

2 2 2 1 Separation from inspiration or support of the trainer.

1 1 1 2 Trainees’ perception of poorly designed/delivered training.

1 2 1 1 1 Pressure from peers to resist changes (not transfer training to the workplace).

1= Primary time impact 2=secondary time impact

DISCUSSIONS


FINDINGS

Barriers were unique to respective schools while others

were generic across the four schools.

The main barriers were

1. Teachers

2. Resources

Other barriers of with lesser prominence but equal

distribution were

3. Culture

4. Emerging issues

5. Policy

6. Stakeholders (parents and Students)


CONCLUSION

1. The Headteachers identified six barriers to transfer of ELMT transfer of skills. a) Teachersb) Resourcesc) Cultured) Emerging Issuese) Stakeholder(Parents & Students)f) Policy

2. Information is provided to the Headteachers before ELMT by the organizers and it needs to be comprehensive to allow the Headteachers to have level of preparedness which is apt.

3. Participation during ELMT should be enhanced through the designs and the passion and commitment of the Headteacher


PRESENTER

http://www.agakhanacademies.org/mombasa

giokomaina@

+254722721656

giokomaina1

Gioko1

anthonygioko.blogspot.com

mainawagioko

Maina Wagioko

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Headteacher Barriers during tranfer of training to School Governance by Gioko

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