School Management

This book explains the influence of head teachers' staff management practices on students' academic performance in national examinations. To address this phenomenon, Mr. Too discusses: staff development, effective communication, conflict management, supervision, and availability of instructional materials in the context of school management. The study established that there exists positive relationship between staff management practices, namely: supervision of teachers, effective communication with teachers, and availability of instructional materials in schools; and students' academic performance. The author argues that for schools to perform well in national examinations, head teachers should: facilitate teachers to attend staff development programmes, effectively communicate with teachers, manage conflicts at functional levels, supervise teachers, and avail instructional materials. The book is quite resourceful as a reference material for students, teachers, educational administrators and policy makers in Kenya and elsewhere. It is also a must-read for post graduate students studying Educational Management.

Autorentext

Charles Too holds M.Phil. (Educational Administration), PGD-HRM and B.Ed. from Moi University, Kenya. He is an Administrative Officer in the Directorate of Privately Sponsored Students' Programme of Moi University where he is a part time lecturer. Mr Too is currently pursuing a Ph.D. (Educational Management) at the same institution.

Klappentext

This book explains the influence of head teachers' staff management practices on students' academic performance in national examinations. To address this phenomenon, Mr. Too discusses: staff development, effective communication, conflict management, supervision, and availability of instructional materials in the context of school management. The study established that there exists positive relationship between staff management practices, namely: supervision of teachers, effective communication with teachers, and availability of instructional materials in schools; and students' academic performance. The author argues that for schools to perform well in national examinations, head teachers should: facilitate teachers to attend staff development programmes, effectively communicate with teachers, manage conflicts at functional levels, supervise teachers, and avail instructional materials. The book is quite resourceful as a reference material for students, teachers, educational administrators and policy makers in Kenya and elsewhere. It is also a must-read for post graduate students studying Educational Management.