Academic journal article Journal of Emerging Trends in Economics and Management Sciences

Relationship between Performance Measurement Practices and Managerial Roles in Public Secondary Schools

Academic journal article Journal of Emerging Trends in Economics and Management Sciences

Relationship between Performance Measurement Practices and Managerial Roles in Public Secondary Schools

Article excerpt


The current focus on performance measurement practices in the public sector has been significantly influenced by new public management paradigm shift which places heavy emphasis on managing for results. This is an emerging issue especially in public secondary schools. Therefore the purpose of this study was to establish the relationship between performance measurement practices and in public secondary schools. Its objectives were to (a) nature of relationship between performance measurement practices and managerial role (b) establish the best measures of performance measurement practices (c) To establish if the performance measurement model fit data well. The study population consisted of 200 secondary school managers The sample was 180 managers after using 20 for pilot study. Data was collected using both open and closed questionnaire. The open and closed questionnaire was constructed by the researcher and validated by three experts in research methods from Maseno University. School managers stated that consolidation and continuity roles had strong positive correlation with competitiveness. There was a high reliability of measures therefore yielding constant result. Determinant measures were better indicators of performance measurement practices than result measures and the model fitted the data well. The study recommends that there is need to break from bureaucratic in efficiency and be ready to implement comprehensive management of information system to minimize the cost of operation and maximize revenue achievement. This study would contribute towards broadening knowledge on various education sector stakeholders towards embracing performance measurement practices which are result based.

Keywords: performance, measurement, practice, managerial roles, public secondary schools


School managers can use performance measurement as part of management strategy to evaluate, control, mentor, motivate, budget, promote, celebrate direct, plan, learn and improve their learning institutions. This is because performance measurement generate critical information such as information about inputs, activities, output, outcome and impact (Behn & Robert, 2003, Caroll et al, 2002 and Halachmi et al, 2005). The reason why performance measurement would be of critical use to school managers was that, it assists the school managers to set goals, develop objectives which are legitimate, equitable, adoptable, customer focused, all inclusive, consistent, applicable, stable, measurable, numerical, profitable, specific and time bound. It also assists in stock taking to be able to measure capacity in terms of knowledge skills and infrastructure. This is because performance measurement is pegged on unsentimental assessment of tools at hand. Performance indicators or measures were developed as standards for assessment? It is the generic term encompassing the quantity basis by which the objectives were established and gauged (Dewaal, 2007 & Cole, 2004. It was also the use of quantitative measures of capacities process and outcomes to develop information about critical aspects of activities, including their effect on the public. It was about analyzing the success of a program and the effects of comparing data on what actually happened and what was planned (Kathrine, 1997).

We need performance indicators for control, self assessment, continuous improvement and management assessment. According to Beatham et al, (2006) business performance is measured in financial terms, profit and turnover. These financial measures of performance have been the sole measures of a company's success. However recent research findings in performance management is advocating for emphasis on both financial and non-financial dimensions such as competitiveness, service quality, customer satisfaction, school flexibility, resource utilization and technology. Neely (1998) argues that manager's measure performance for two main reasons. …

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