Challenges Faced by Head Teachers in Resource Mobilization in Secondary Schools in Baringo County, Kenya

Abstract

The objective of this study was to establish the challenges faced by head teachers in resource mobilization in Baringo County. The study was based on the transformational theory articulated by Bass.  The study targeted head teachers and District Education Officers who constituted the respondents. Stratified, simple random and purposive sampling was used to select the sample size. A qualitative and quantitative survey design was adopted for the study. A questionnaire and interview schedules was used to collect data. Data was coded and analysed by descriptive and presented by use of percentage tables, graphs and charts. The level of resources mobilization was low attributed by several reasons for poor resource mobilization including lack of team work and communication, delay in payment of fees on time and lack of effective plan. The major challenge that face head teachers is securing additional or new resources, strategic approaches to planning, lack of skills and knowledge, head teachers are unable to develop and implement strategic school improvement plans, unable to create competitive and sustaining a competitive school, empowering others to make significant decisions  and to providing instructional guidance that work best. On strategies to enhance resource mobilization, all major stakeholders should be involved in the strategic planning to guide the process of resource mobilization, allocation and utilization according to priorities set in schools. To overcome the challenges, Teacher Training Institutions should introduce specialized and comprehensive training programmes on administrative skills, financial management and human resource management. The Teachers Service Commission in liaison with the Ministry of Education through the Kenya Education Staff Institute should regularly organize refresher courses for head teachers to enable them discharge their functions effectively, this would ensure effective leadership and management at the school level. The Ministry of education should provide enough finance to enable regular monitoring and evaluation by the Quality Assurance and Standard Officers in the schools.