Why Head Teachers Are Better Off Adopting Envisaged Performance Measures

By Mwangi  Wanjumbi – Newtimes B.S. CEO & Chief Consultant/Trainer

Needless to revisit the exact details, there were numerous threatening moments occasioned by release of the KCPE examination results for year 2011. Subsequently, blood was shed and a number of lives needlessly lost on account of the same results. These are sad developments that should quickly be let to sink in the dustbins of history.

But, if the reactions of the leadership of the teaching fraternity are anything to go by, then we may not have seen the last of these sad tales. Obviously, the nasty events were sparked off by wanting performance, especially in the public sector schools. Enraged parents could not bear the agony of seemingly wasted efforts that they blamed squarely on the teaching fraternity. More specifically, the head teachers suffered the wrath of parents in most cases.

As a means of redressing the situation, the government has come up with measures whereby, head teachers may now be required to perform on contractual arrangements. Their continuity on the job will presumably be determined by their performance after every 3 years. It is most likely that pre-agreed performance standards will need to be met, before the head teachers are allowed to continue.

Naturally, the government is not laying down any unusual requirements. The same are in line with the usual global trends of managing performance in the workplace. In the case of schools, it is simply about accountability of leadership roles bestowed on the head teachers.

Incidentally, it is very normal for people to resist change, especially whenever it may seem to disrupt existing comfort zones. But, little do they know that some changes present win-win situations for all the stakeholders. In several organizations, our firm has been called upon to help in laying the groundwork before change is implemented. The organizations have ranged from manufacturing, farming, service and even education. Further, the beneficiaries have included private companies, public companies and even government corporations.

Apparently, the greatest challenge has been pre-conceived and strongly held ideas about work, money and more. But, after undergoing our unique organizational culture change/employee re-branding solutions, the results have been amazing. Most of the organizations have easily been able to implement sometimes highly successful performance management systems.

It won’t be surprising if the same mind frames on change are prevailing in the teachers’ situation. Particularly, the fear of change may be fueled by lack of information and necessary guidance. Nevertheless, it is safe to realize that working in a fast changing world is no longer an entitlement. Rather, it is a process of adding value to the employment situation.

In the event of not embracing modern performance management systems, it may be difficult to comprehend how employee productivity may be assessed and even appropriately rewarded. Measuring performance is in any case the order of life in today’s era of strategic management/leadership approaches?

It is therefore worrying to note that the leadership representing the interest of teachers is uncomfortable with these new developments. They are seemingly keen on ensuring that nothing changes. By implication, they would wish that teachers continue being hired in the same old ways in a fast changing world.

In the process, some of the teachers who could have been better off in class will become victims of what is known in human resource management terms, as the Peter Principle. Here, competent people are eventually promoted to their level of incompetence. So, somebody who was excellent in the classroom becomes a mediocre performer in not only managing school resources, but also leading the school’s human capital. What does this mean?

Naturally, not all teachers will excel in class and institutional leadership in equal measures.  Ironically, when presented with opportunities as at today, not many teachers will resist the temptations of venturing into roles that they may not be sure of excelling in.

However, when presented with expected performance parameters, the candidates will react differently. Indeed, they will search themselves and weigh their capabilities versus the expectations.  Under the circumstances, they will manage to make wise personal choices that they will eventually be accountable for. Could that be the end of mediocre performance in schools?

Without doubt, every effort needs to be made to ensure that the human capital is properly nurtured, right from the school system and beyond. That should be the focus in any progress oriented nation, ours included.

Actually, there are numerous potential doctors, lawyers, engineers, accountants, writers, researchers, politicians and so on, struggling in the public school system. They are all entitled to leadership that will enable them to unleash their full potential. Lest, we may have forgotten, our very educated current president is a product of the public schools system. It is no wonder then that, the free education system was not only his brainchild but also a continuing pet project.

Consequently, all the stakeholders in the education system need to work harmoniously towards implementation of measures that may in the end lead to optimum allocation of resources in this fundamental sector. Perhaps, the teaching fraternity and requisite leadership could benefit from internalizing structured knowledge on the foundations of the performance management and measurement process. That will facilitate meaningful developments that could yield much desired makeover of the entire school system.