Teaching Workload Analysis for Performance Contracting and Service Delivery in the Academic Setting of Kenya

Abstract

The study sought to analyze why there is a disconnect between the implementation of performance contracting as a management tool in Public Universities. Empirical evidence was collected from three public universities, with consideration being put to members of academic staff in three schools from each of the selected universities. The total staff who responded to the questionnaire were 142. The descriptive findings showed that a greater percentage of the academic members of staff were aware of performance contracting in the public universities and that they understood performance contracting in different versions and terminologies. The tests of between-subjects effects established at least at 90% confidence intervals that a strong relationship existed between the level of service delivery and the workload of the teaching members of staff of the universities selected in this study.