Abstract: This study explored the level of influence of school board roles and instructional resource availability on teachers’ performance in secondary schools in the Busia District. Employing a cross-sectional survey, 265 teachers were randomly selected, while six head teachers and six BOGs were purposefully selected as study participants. A self-administered questionnaire, an interview guide, and an observation checklist were used as data collection instruments. Quantitative data was analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), correlational analysis (Pearson product-moment correlation coefficient), and inferential statistics (linear regression analysis). Qualitative data were thematically analyzed and presented using an interpretative phenomenological approach. The results indicated that there was a moderate level of BOG performance in their roles (mean = 3.3019, SD = 1.36771), teacher performance was high (M = 68.82, SD = 1.99), and a considerable influence of BOG roles (β = 0.930, t = 14.368, p < .05) and instructional resource availability (β = 0.930, t = 14.368, p < .05) on teacher performance. The study also found that most of the private schools didn’t have functional BOGs and mainly relied on the Board of Directors, who made all decisions regarding school management. We argue that the commitment and performance of school managers accelerate the achievement of the institution’s vision, mission, goals, and values. Among other strategies, we recommend that school BOGs effectively play their roles in mobilizing, motivating, and focusing teachers to achieve the set goals.

Received: June 26, 2018; Revised October 26, 2018; Accepted November 27, 2018

Abstract: This study sought to determine the perceptions on head teachers’ delegation of duties to deputy head teachers and heads of departments in secondary schools in Nandi Central district of Kenya. Descriptive comparative research design was used with a target population of forty seven head teachers, forty seven deputy head teachers and two hundred and thirty five heads of departments. One hundred and seventy five filled questionnaires were returned. A pilot study was conducted in Nandi South District. Percentages, means, standard deviation and ANOVA were used to analyze data. The study revealed that eighty percent of head teachers, deputy head teachers and heads of department held a Bachelor of Education degree and above qualification. The perception of head teachers, deputy head teachers, and heads of departments on delegation of duties was rated as average. The evaluation rating on the head teachers’ practice of delegation based on: head teachers’ selfevaluation, deputy head teachers’ evaluation, and heads department evaluation was rated as average. The highly delegated tasks by head teachers were receiving of visitors, preparation of examination time-tables, checking schemes of work, preparation of duty roster and signing of exit sheets. There is no significant difference between the perceptions on delegation and evaluation rating of head teachers’ delegation practices of the respondents grouped according to responsibility. The study recommends that head teachers should take administrative risks by delegating their assistants with meaningful tasks, which require responsibility and accountability and TSC should encourage more teachers to enhance their training through refresher courses.