EVALUATION OF PERFORMANCE CONTRACTING, INFORMATION COMMUNICATION PROCESS AND SERVICE DELIVERY IN PUBLIC SECONDARY SCHOOLS IN SIAYA COUNTY, KENYA.

EVALUATION OF PERFORMANCE CONTRACTING, INFORMATION COMMUNICATION PROCESS AND SERVICE DELIVERY IN PUBLIC SECONDARY SCHOOLS IN SIAYA COUNTY, KENYA.

GODFREY S.O JUMA

PROPOSAL PRESENTED AS A PARTIAL FULFILMENT FOR THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN PROJECT PLANNING AND MANAGEMENT OF THE UNIVERSITY OF NAIROBI.

DECLARATION

The Proposal is my original work and has not been presented for any degree or any other award in any other university or college.

Signed ……………………………… Date …………………………

L83/51051/2016

This proposal has been submitted for examination with my approval University supervisor.

Signature ……………………………… Date………………………….

KYALO NDUNGE

School of Open and Distance learning

University of Nairobi.

Signature ……………………… Date …………………………….

SABINA MULWA

School of Open and Distance learning

University of Nairobi.

DEDICATION

This work is dedicated to my late mother mowar mama Dorothy Adhiambo Juma Nya Imbo and my dad Japuonj Richard Juma Orondo for their moral support.

ACKNOWLEDGEMENT

I hereby express my sincere gratitude to my supervisors Dr. Kyalo Ndunge and Dr. Sabina Mulwa for their guidance in coming up with the thesis proposal. I acknowledge the work of my coursework lectures Prof. Rambo, Prof. Nyonje, Prof. Gakuu, prof Kidombo, Prof. Odunga, Dr. Luketero, Dr. Lydia Wambugu, Dr. Ouru, Dr Joyce Osogo and Dr. Janet Wagude. I also acknowledge the 2016 PhD class for the moral support. May God bless you all.

TABLE OF CONTENT

LIST OF FIGURES

Fig 1.1 Relationship between performance contracting, Information Communication Process and Service Delivery in public Secondary schools.

LIST OF TABLES

Table 2.1 knowledge Gaps………………………

Table 3.2 Variables, measurements and proposed data analysis techniques…..

Table 3.3 Summary of the hypotheses to be tested in analysis…….

ABBREVIATIONS AND ACRONYMS

PC Performance Contracting

GOK Government of Kenya

TSC Teachers Service Commission

KSSHA Kenya Secondary Schools Head Association

US United States

BOM Board of Management

PA Parents’ Association

SEM Structural Equation Modeling

PLSR Partial Least Square Regression

Abstract

Performance Contracting (PC) is a modern management instrument adopted in Kenya as part of the Government’s public policy initiative to improve efficiency and performance under the more comprehensive reform initiatives of the Government which began in 2003. The concept of performance contracting is often cited as an effective strategy to assure accountability for results. The calls for the introduction of PC in schools is to a great extent fueled by a persistent belief that the fundamental issues and problems in Education could be resolved or at least better managed if schools and those who teach in them were more ‘accountable.’ However, the teaching force in Kenya has persistently resisted performance contracting in schools leading to speculations that teachers do not fully understand the concept and benefits of PC or that if they do, then they have fundamental reasons for the outright rejection of the idea. This looks into the monitoring and evaluation of performance contracting, information communication process, and service delivery in public secondary schools in Siaya County, Kenya. The use of Performance Contracts has been acclaimed as one effective and promising means of improving the performance of teachers and secondary schools and Government departments. The study will employ an exploratory survey design. The sample size will be 71 schools randomly selected from the target population of 241 secondary schools in Siaya County. The study will employ stratified random sampling for schools. Primary and secondary data will be used of which primary data will be collected through the use of questionnaires and secondary data through literature review and from published and unpublished scholarly reports, and government documents. Descriptive statistics comprising of frequencies and percentages will be used to analyze data statistics containing frequencies, the study aims to look into the monitoring and evaluation of performance contracting, and the flow of information regarding performance contracting among teachers and other stakeholders in secondary schools found in Siaya County. Majority of the teachers are not aware of the meaning, importance, and requirements of the performance contract, besides, they lack adequate information on the role of PC in schools; sufficient resources are crucial to the effectiveness of PC in secondary school. Most schools lack sufficient resources, facilities, and infrastructure, and these could hinder not only the effective implementation of PC in schools but also impede the effectiveness of the PCs in improving teaching and learning. In addition, lack of adequate resources is a threat to teachers since resources play a crucial role in PC in enabling players to meet their targets. Several factors hinder the effectiveness of PC in secondary schools, and they cut across inadequate knowledge by crucial players in PC process and role, lack of adequate resources, trade union influence, negative attitude and the fear that the PCs can be used to victimize teachers.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Lua’iufi & Mowlana (2011) describe performance contract as the tools for management that are employed in the measurement of performance specifically against targets of performance that are negotiated. Domberger (1998) reiterates that it is a contractual agreement for the execution of services within the terms agreed upon, as well as, established time period. It also stipulates the use of resources and performance standard. Jacobsen (2011) explains that it is an element of reforms in the public sector whose purpose is to improve effectiveness and efficiency besides minimizing the total cost.

Jacobsen (2011) elaborates that a PC entails different instruments of management that are employed in defining expectations and responsibilities between bodies or parties involved with the aim of achieving results that have been agreed upon mutually. It is a tool for articulation and highlighting objectives, supporting management that is innovative, monitoring and control techniques and simultaneously imparting operational and managerial autonomy to the managers in the public service. Greer (1999) concludes that PC is a tool for ensuring that there is accountability among public officials.

In Kenya, PC is a contract between a state agency that delivers public service and the government. Moreover, performance is measured against targets while targets that are quantifiable are often explicitly specified within a period of a financial year (GoK, 2006, Obong’o, 2009).

The first country to introduce the concept of PC was France in the sixties as a tool for performance improvement in the public service. Korea, Pakistan, and India later adopted the concept and in the nineties, it spread to several nations (Kobia & Mohammed, 2006).

Cheche & Muathe (2014) illuminate that the success of PC in these countries has elicited a lot of interest concerning the policy across the globe. For an instant, Rwanda is the latest to incorporate the system.

There are quite a number of international and governmental organizations that have implemented the concept with the aim of improving the performance of public corporations in various countries. Privatization program is usually relatively lengthy hence an imperative step is often taken as an interim to not only create efficiency and effectiveness of the public enterprises but also minimize draining the treasury of the country which lead to their losses (Cheche & Muathe, 2014).

Performance contract system was introduced in Kenya in 2003 with the aim of improving the delivery of services in the public sector. It ensures that the top echelon of the management is responsible and accountable for results, increase efficiency, as well as, ensuring that the resources are focused on the achievement of vital national policy of the government. Jacobsen (2011) adds that it also a performance-oriented culture besides evaluating and measuring performance and linking reward to the measured performance including facilitating the attainment of desired results. Waltz (2003) explains that it instills accountability for the results at the top government level and inculcates the culture of accountability to cascade across all government machinery (GOK, 2001). Lunsford & Building Performance Workshop (2012) reiterate by highlighting that it strengthens and makes clarification concerning the obligation that the government requires its workers to accomplish target.

Despite the fact that the real impact of the process is not yet completely visible, evidently, there is radical improvement in terms of profit generation more so for commercial state organizations.

Operations and service delivery in ministries such as Internal Security and National Administration, Finance, Agriculture, water, and Health have significantly improved. Similarly, service delivery and operations have also improved in the counties of Nairobi, Nakuru, and Kisumu (AAPAM, 2005).

According to Brook, Smith & Société financière international (2001), the implementation of the process in Kenya’s education sector commenced in 2005. It followed the launching specifically of Kenya Education Sector Support Programs by the permanent secretary who illuminated that the program would improve service delivery in all the education levels. However, it would call for building of teams that are reforms minded with a commitment for change toward management based on results.

Teachers are required to be reformed minded and also be willing to accept and adopt changes in the education system. The stakeholders in education have also reiterated the need for schools and their staffs to be held accountable for performance since most institutions that have incorporated PC have recorded significant improvement in service delivery.

National Customer Satisfaction Survey Report and Public Sector (Republic of Kenya, 2009 and 2010) review reveal that the PC has significantly benefits public service delivery in Kenya. These benefits are responsiveness to public service, transparency, improved profit margins, and accountability.

Oswago (2005) illuminates that there are speculations that teachers do not fully comprehend the concept including the benefits of PC and this has led to the fraternity resisting PC in their institutions. Poor communication process about the new policy between the government and teachers has always created a disputed between these bodies. Circulars from the TSC (Teachers Service Commission) and the Ministry of Education do not show the existence of official communication about PC to enable teachers to be versed with the idea. In 2005, the Minister for Education, as well as, the permanent secretary got shouted down at the KSSHA (Kenya Secondary Schools Heads Association) and it demonstrated the above assertion. However, in 2008, the TSC became strict and warned teachers of the consequences of not signing the PC.

Trivedi (2007) elaborates that the version of PC of Kenya has been considered as one of the best examples of best international practices. However, there are concerns regarding the effectiveness of its implementation more so among secondary schools because of the reluctance of teacher to adhere to the PC (GoK, 2010). The issue of performance contracting among secondary schools in Kenya has been and still remains to be of concern among various stakeholders. Under the Jubilee government administration, all secondary school principals are required not only to sign the PC but also appraise their staff.

Performance target formulation

Setting sustainability targets is fundamental when developing a sustainable project. Targets help define, in specific and measurable terms, the desired outcomes of the strategy. They should be incorporated into a vision statement to contribute to a “SMART” objective. A vision or a vision statement can have multiple goals and each goal can have many objectives. At the same time, each objective can be linked to multiple targets and each target could be linked to various indicators. Developing targets and indicators needs to be undertaken concurrently with the formulation of objectives. Where targets and indicators are developed in isolation from the objectives, there is a risk that the indicators start to drive rather than support the decision-making process. Benefits of setting sustainability targets include; Establishing clear goals for various stakeholders and purposes, Motivating teachers by clarifying their expected performance and how they can measure progress, providing a benchmark against which improvements can be measured and Demonstrating commitment to the sustainable agenda.

Targets help to set up a clear course of action and guide future direction. By providing relevant benchmarks, targets provide a measure of how successful the strategy may have been and determine required adjustment to improve performance and results.

As school set up is a multi-faceted area of activity, targets should be clear and there should be no ambiguity about the objective that is being prioritized. This ensures that stakeholders understand how the different objectives are being balanced. This in turn, can help secure stakeholders’ buy-in and support.

1.1.2. Performance competence Development

Motivation plays a great role in influencing performance (Waddell and Sohal, 1998). It is an assertion that Carlisle and Murphy (1996) reiterate and contend that the environment is often dynamic thus making motivation a necessary tool that can be employed to improve the performance of employees. Motivation such as reward and inculcation of the feeling of belonging and part of an institution has the potential of making the workers productive. In situations where changes have been introduced and the motivational needs are ignored then there are higher chances that the change process may fail (Schnake, 2007).

1.1.3. Performance target negotiations

Target setting and negotiations is crucial in performance contracting. According to Gakure, Eliud & Karanja (n.d), a good target should not only be precise but also clear especially with regards to that which is being measured including its calculation without ambiguity. The targets are often derived from the strategic plans of the institutions involved. Jacobsen (2011) highlights the categories in which institutions in Kenya formulate targets such as service delivery indicators, financial indicators, operational indicators, non-financial indicators, and dynamic indicators.

Involving citizens in setting targets for organizations in the public sector helps in ensuring that what is measured is important to the citizens. Schnake (2007) reveals that target setting within the facets of PC is essential in strategizing the management of the resources for the public. Moreover, it also ensures that the management does not corrupt the data suppose they are having a stake (Dooren, 2006). Mackie (2008) reiterates that public institutions having targets helps the government in proving to its citizens that public resources are being utilized effectively and efficiently. It ensures that the institutions are focused on service delivery and performance because it offers the link reward for task to performance that is measureable. Besides, it is crucial in aligning different organizations that would be reluctant to cooperate (Mackie, 2008)

1.1.4. Performance Contract Implementation

Organizational structure often dictates how services are delivered by institutions. It encompasses issues such as decentralization, centralization, communication channels, and level of formalization that an organization employs. With regards to the context of performance contracting, the two levels of commitment are that of the employees and top management. Gakure, Eliud & Karanja (n.d) elaborates that the willingness and loyalty towards the process of implementation tend to demonstrate and prove the commitment of the top management. Victor Vroom’s expectancy theory provides insights concerning employee commitment to the goals of an organization. The theory reiterates that this relies on the strength of expectation whereby if an employee is committed then the result will be a favorable outcome. Moreover, individuals tend to attach value to rewards accorded to them (Robbins, 1991).

1.1.5 Information Communication Process in Secondary Schools

Communication is the sharing of ideas, facts, thoughts and feelings for easy coexistence. It is derived from the Latin word ‘communicare’ which means ‘to put in common’ and ‘to share’.

The goals of a secondary school as an educational organization hinge on effective communication among the various operating personnel. The basic function of education itself relies almost entirely on communication. It helps build relationships and facilitates achievement of goals.

The need for effective communication strategies cannot be overemphasized. Everyone participates in communication on a daily basis. Communication is about people speaking and listening.

Goldhaber (1990) define organizational communication as the sending and receiving of messages among interrelated individuals within a particular environment or setting to achieve individual and common goals. Individuals in organizations transmit messages through face-to face, written, and mediated channels.

Organizational communication largely focuses on building relationships, or repeated interpersonal interactions, with internal organizational members and interested external publics.

Organizational communication study shows that organizations rely on effective communication and efficient communication skills from their members.

A number of surveys (Davis & Miller, 1996; Holter & Kopka, 2001; Verespej, 1998) identify effective oral and written communication as the most sought-after skills by those who run Organizations.

The U.S. Department of Labor reported communication competency as the most vital skill necessary for the 21st century workforce to achieve organizational success (Secretary’s Commission on Achieving Necessary Skills, 1992).

The Public Forum Institute (2001) maintained that employees need to be skilled in public presentation, listening, and interpersonal communication to flourish in an organization.

La Plant (1979) expressed the idea that ideal communication produces lasting outcomes affecting all corners of the educational process.

Communication as an indispensable aspect of administration is simply the sharing of information between two or more individuals or group to reach a common understanding for organizational success.

Ekwue (2008) agrees that without effective communication in schools, teachers and students will not know what duties they are expected to perform.

Under such circumstances, they might be forced to act in certain ways which may be counter-productive. But with open communication, a unique school culture may then develop with the interplay of the various managerial practices.

In organization, it is through communication that attitudes, feelings, insights and facts to others are transmitted.

Lin (2010) stated that communication involves at least two persons, the communicator and the communicatee or the sender and receiver.

The communicator with a purpose in mind sends out a message in the form of symbol and signs, through a channel or a medium to the communicatee. This message evokes a thought process or impression in the communicatee who in turns makes a response if this response of the communication is deemed effective.

Like other elements of the administrative process, communication is by itself a process and has the identifiable elements of the communicator, the message, the medium, the channel, the communicatee and the effect.

According to Mass, Weldy and Icenogle (1997) good communication and participation within organization are one of the prerequisites of effective relations in administration.

Communication in this sense, means keeping others informed of what is happening, with regard to policies programs, plans and problems of organization and will be made aware of what is happening in different areas and units as well as make suggestions for possible improvement (Leung, 2005). In addition, effective communication enables individuals to know their duties and carry them out promptly as in performance contracting. It reduces drastically the occurrence of misunderstanding and promotes cordial relationship between the school and community and improves interpersonal relations among staff and students in the school (Obiocha, 1981).

In school, where effective communication patterns of policies are adopted by the entrepreneurial managers, works are done properly. The principal who works cooperatively with the members of staff, students and the members of the community, harmony and productivity will be maximized.

1.2. Statement of the Problem

There are a lot of hurdles that the Kenyan education system has encountered since independence. Some of these challenges include understaffing, poor performance more so in the national examinations, teachers strike, mismanagement of public funds, and frequent protest from local communities. Interestingly, no stakeholder takes responsibility for the poor performance (quality of education) and they often blame each other sometimes without proof.

Glasser (2000) illuminates that the provision of quality education is a relatively complex process because quality is a consequence of factors that intervene. It requires the reorganization of the system to change the processes that exist so as to handle specific issues that compromise quality. Furthermore, the Kenyan system lack a standard form of performance measurement for teachers with regards to the set targets hence the release of national examination results annually is often used. However, this never reflects the true picture of the situation. Worse off, there also lack evidence-based method that can be employed to pin down poor performance when there is no negotiated criterion that has been set and agreed on in advance. As a result, performance contract between workers/employees (teachers) and Teachers Service Commission (a government entity) in Kenya is crucial for both improved performance and accountability.

In Education, PC involves first establishing a fairly definitive set of performance or learning objectives, followed by evaluating or measuring student progress which reflects teacher performance toward the set goals over some time, then reporting of the development as measured after which rewards are assigned or withheld based on such return. However, the teaching force in Kenya has persistently resisted PC in schools leading to speculations that teachers do not fully understand the concept and benefits of PC or that if they do, then they have fundamental reasons for the outright rejection of the idea. The continuous need to improve efficiency and effectiveness in secondary schools in light of scarce resources and the high public expectations, all schools were put on Performance Contracts by the Government. The Government has also insisted that teachers must sign PCs just like other public servants. Teacher, however, have continuously rejected the signing of PCs as they consider them punitive and untenable. Teachers seem to be reluctant in signing PCs due to some reasons not yet established through research.

1.3. Purpose of the study

The main objective of the study is to evaluate performance contracting, information communication process as monitoring and evaluation tool with regards to service delivery in public secondary schools in Siaya county, Kenya.

1.4. Objectives of the Study

The following

will be the Specific objectives of the study:

To examine the influence of Performance Target formulation on service delivery in public secondary schools in Siaya county.
To determine the effects of Performance competence development on service delivery in public secondary schools in Siaya county.

To find out impacts of Performance Target Negotiations on service delivery in public secondary schools in Siaya county.

To establish the influence of Performance contract implementation on service delivery in public secondary schools in Siaya county.
To find out the moderating effects of information communication process on the relationship between Performance contracting and service delivery in public secondary schools in Siaya county.

1.5. Research Questions

To achieve the objectives of the study, the following questions will be addressed:

How does Performance Target formulation influence service delivery in public secondary schools in Siaya County?
What are the effects of Performance competence development on service delivery in public secondary schools?

What are the impacts of Performance Target Negotiations on service delivery in public secondary schools?

What are the influence of Performance contract implementation on service delivery in public secondary schools?

. v. What are the moderating effects of information communication process on relationship between performance contracting and service delivery in public secondary schools in Siaya County?

1.6. Hypotheses of the Study

The study will be guided by the following hypotheses:

1.H_a: There is significant relationship between performance target formulation and service delivery in public secondary schools in Siaya county.

2.H_a: There is significant relationship between performance competence development and service delivery in public secondary schools in Siaya County.

H_a: There is significant relationship between performance target negotiation and service delivery in public secondary schools in Siaya county.
H_a: There is significant relationship between performance contract implementation and service delivery in public secondary schools in Siaya county.
H_a: There is a significant moderating effect of information communication process on the relationship between performance contracting and service delivery in public secondary schools.

1.7. Significance of the Study

This study is to generate information that would be used by education managers in improving quality education to learners by implementing performance contracting effectively in public secondary schools and even private schools. The study will also contribute to the body of knowledge among the academia and practitioners as it has literature on performance contracting, information communication process and service delivery in education sector.

1.8. Assumption of the Study

The major assumption of this study is that performance contracting influences service delivery in the public secondary schools in Siaya County.

The study will be guided by the assumption that information Communication process has no influence on the link between performance contracting and Service delivery in public secondary schools in Siaya county. Therefore, the moderating effect of information communication process will remain constant.

The study also assumes that the respondents will co-operate, be willing and honest in giving the researcher information.

It also assumes that the respondents will be knowledgeable to assess, evaluate and provide valid and accurate self-reported information required from them within the research scope.

1.9. Limitations of the Study

It is contemplated that Information Communication process may have influence on the relationship between performance contracting and service delivery in public secondary schools in Siaya county. However, this will be taken care of by the regression model which is capable of stringent isolation and quantification of the confounding effect.

However, there is empirical literature on performance contracting as monitoring and evaluation tool which forms the strength of the study as it identifies research gaps.

The study will rely on self-reported information from education managers and at times this may be biased. The instruments will be put into validity and reliability tests and adjustments be made accordingly to ensure corrective measures and bias and errors will be reduced through appropriate methods.

1.10. Delimitations of the Study

This study will be delimited to public secondary schools in Siaya County and any generalization shall be confined to geographical boundaries of the county of Siaya .The scope of the study will confine itself within performance contracting indicators as selected as the independent variable under investigation while information Communication process as moderating variable on their relationship with the service delivery in Public Secondary schools within Siaya county.

The education managers that is principals and their deputies, BOM and PA chairmen will be the respondents in the selected public secondary schools. In addition, the study will employ the concurrent nested (embedded) mixed method approach where both quantitative and qualitative data will be collected simultaneously. Structural Equation Modelling (SEM) using Partial Least Squares Regression (PLSR) and Framework Analysis will guide the theoretical backing of generalizations and conclusions.

1.11. Operational Definition of Terms

Performance contracting

It is a written agreement between the government and agencies delivering services to the public, wherein quantifiable targets are explicitly specified for a period of one financial year.

Performance target

Desired level of performance as measured by indicators that represent success at achieving the outcome.

Performance target formulation

Process of ensuring that targets are Specific, measurable, achievable, Realistic and time bound.

Performance competence Development

This is the ability of an individual to perform one’s duties or being adequately qualified in order to do so to accomplishment of a given task. • Competence involves “knowing”. Performance involves “doing”.

Performance target negotiations

Performance Target negotiations are defined as a meta-analysis that effects goals and goal attributes and objectives on the outcomes that the organization’s negotiators received.

Performance Contract Implementation

The process of putting in place performance contracting indicators.

Effective communication – Efficient relaying information within the school through the stakeholders to get a point across

Management of schools – The organization and coordination of the activities of a school in conjunction with other stakeholders in order to achieve the defined objectives

Decision making – Refers to a thought process of selecting a logical choice from the available options

Participation – Refers to the involvement of different categories of people in the management of the school. These may include: students, teachers, parents and board of management.

1.12. Organizations of the Study

This study is organized into three main sections which include chapter one focusing on study background with sub-sections on the problem statement, purpose of the study, objectives of the study, hypotheses, significance of the study, limitations of the study, delimitations of the study and the definitions of key terms used in the study; the second chapter focused on both theoretical and empirical literature on performance contracting, Information Communication process and service Delivery. In addition, the chapter highlights the New Public Management theory and the conceptual framework which outlined the relationship among the independent, dependent and moderating variables; lastly is chapter three which focuses on the research methodology that will be employed to answer the research objectives and hypotheses of the proposed study. Pragmatic paradigm and the cross-sectional survey design will be employed to carry out this study. The target population will comprise of 241 public secondary schools from Siaya County. Discussed in the chapter are validity and reliability tests, data collection procedures and analysis techniques. The study proposes Structural Equation Modelling (SEM) using Partial Least Square Regression (PLSR) to be used for data analysis. Lastly, there are ethical requirements that will be fulfilled for the study to be successfully conducted.

CHAPTER TWO

LITERATURE REVIEW

2.1. Introduction

This chapter on literature review discusses literature related to this study topic. The sources of information in this literature review include seminar reports, discussion paper series, daily newspapers, and other media reports, empirical research reports, published books on educational and performance management and various policy documents.

2.2. Performance contracting and service delivery in public Secondary schools

Performance contracting is a concept that has drawn the attention of several scholars. This emanates from the fact that it has the potential of transforming service delivery not only in private organizations but in public, as well. Jacobsen (2011) explains that it is the tool for management that is employed in the measurement of performance specifically against targets of performance that are negotiated. Schnake (2007) argues that the adoption of the practices of the private sector more so in public institution such as performance contracting can help in pursuing the performance improvement goal within the public sector.

Muthaura (2010) elaborates that performance contracting is an ideal tool for not only restoring but also building trust in the government. It is an innovation that aims at promoting the provision of services in the public service. The government of Kenya introduced PC in 2003 to create accountability more so for the targeted results for the public. Schnake (2007) narrates that in 2004, PC was expanded to cover almost the entire Kenya’s public service which entailed ministries and accounting departments, public enterprises, and local authorities. Jacobsen (2011) asserts that PC is an innovative system that helps in demystifying the government, as well as, the governance process. It encompasses the creation of synergies with regards to relationship with the Kenyan citizens through empowering and involving the public to demand accountability from public office holders.

According to Buytendijk (2009), the focus on PC innovation tool system is in areas such as involvement of service consumers, performance and quality of service, and ranking of institutions and corporations through performance excellence through the use of composite score. It also focuses on the evaluation of the quality of the services delivered.

Literature materials available have dwelt on areas such as employee participation and awareness, the relation between performance contracting and individual targets, reward systems, training, effects of performance contracting on performance, as well as, theories that provide insights concerning the concept.

Within the realms of schools especially in Kenya, the stakeholders of secondary schools are the parents, students, teachers, local community, support staff, and the government. The participation of stakeholders in PC is crucial because it helps in institutionalizing a performance oriented culture within the public service besides offering the ability to either measure or evaluate performance.

Performance Contract in Education

An educational performance contract is an agreement between a local educational agency and a learning systems contractor for the Education of a selected group of students, with the contract payment determined by the measured achievement of the students. This contracting technique has been applied to performance measurement of teachers and schools in several public secondary schools.

The process of PC in Kenya is often done on a quarterly basis. When each quarter elapses, institutions have the obligation of submitting their reports to the reporting agencies which in turn sends the feedback for improvement to the institution. The steps for the performance contracting include formulation of targets, negotiations, the process of vetting, signing of the contract, and implementation and reporting.

When the Teachers Service Commission (TSC) came up with and formulated performance contracting in school and education department taking its effects from January 2016, it was more based on legal conformity to section 11 (c) and (f) of the Teachers Service Commission Act 2012, which had earlier authorize the Commission’s responsibility to monitor behavioral & performance conduct of teachers in the teaching service. According to these requirements, there is an uncompromised performance introduced in the education system of Kenya.

While briefly trying to figure out the educational performance contract, it is usually conserved that it is a systematic agreement between a local educational agency and a learning systems contractor for the Education of a selected group of students, with the contract payment determined by the measured achievement of the students. The future of performance contracting hinges on three major issues which include the ability of the contractors to produce academic achievement, judgments about the appropriateness of defining educational objectives in terms of cognitive gains in general and test-scores in particular and lastly, community opinion and legal challenges to performance contracting and performance contractors (Filho, Añez, & Danta,2019). Performance contracting has achieved overnight publicity because it addresses several deeply felt and widespread dissatisfactions with the current state of Education, therefore, is not a single structured program but a contracting technique that can be and has been, applied in several different fashions

A performance contract is an agreement between two parties that clearly outlines their mutual performance obligations, intentions, and responsibilities (Jonyo, & Jonyo, 2017). It is a freely negotiated performance agreement between the government, acting as the owner of a government agency, and the agency itself up to and including other management levels of the organization. It is seen as a tool for improving public budgeting, promoting a better reporting system, and modernizing public management. It enhances efficiency in resource use and effectiveness in service delivery; the objective of performance contracting is the control and enhancement of employees’ performance and the performance of the whole institution (Kanana, & Mbugua, 2019). The performance improvement of the government departments and the public enterprises has been approved effectively and promising means through the use of performance contracts.

Performance contracting is perceived as a way of improving student performance and accountability in schools, especially where standardized test scores, graduation rates, and school attendance are low. With the rapid expansion of Education in Kenya, especially with the establishment of the Free Primary Education (FPE) and Free Secondary Education (FSE), the emphasis has moved from the mere provision of Education to the issue of quality education offered in schools (Kanana, & Mbugua, 2019). Different studies designed to assess learning outcomes at various stages of schooling in Kenya have come up with reports indicating high rates of graduates to be functionally illiterate. Hence, the rising public spending on Education and falling standard imply considerable inefficiency in translating spending into learning outcomes, and this has led the stakeholders to call for performance contracting of schools and teachers.

Performance contracting has drawn the attention of several scholars by emanating from the fact that it has the potential of transforming service delivery not only in private schools but also in public schools. When explaining PC as a management tool that has been used in measurement of performance, specifically against targets of performance which they are negotiated, there is a need for the adoption of the practices of the private sector, more so in a public institution such as performance contracting can help in pursuing the performance improvement goal within the public sector (Mwangi, & Njuguna, 2019). Performance contracting is an ideal tool for not only restoring but also building trust in the government. It is an innovation that aims at promoting the provision of services in the public service. The government of Kenya introduced PC in 2003 to create accountability more so for the targeted results for the public. Governments are incredibly faced with things to do, but their primary challenge is the lack of enough resources. Performance contracts, therefore, have been used as a range of management instruments to define responsibilities and expectations between parties in order to achieve mutually agreed results. Additionally (Letangule and Letting, 2012) described performance contracts as agreements between a government and a public agency that establishes general goals for the agency, sets targets for measuring performance, and provides incentives for achieving those goals.

PC was expanded to cover almost the entire Kenya’s public service, which entailed ministries and accounting departments, public enterprises, and local authorities. It asserts that the PC is an innovative system that helps in demystifying the government, as well as the governance process. It encompasses the creation of synergies with regards to the relationship with the Kenyan citizens through empowering and involving the public to demand accountability from public office holders (Filho, Añez, Gomes, & Danta, 2019). Performance contracting leads to enhanced accountability in the public service as it defines who does what, when, and how. Since new personnel statutes have improved the performance of human resource management and increased the flexibility of allocating the right person to the right job, it is expected that outstanding performance should be rewarded through promotion, pay-increase, or recognition. Therefore, employee recognition becomes a correlate to continuous improvement and consequently increased service delivery

2.2.1. Performance target formulation and Service Delivery in public secondary schools

Target formulation is the action of creating or developing targets. It involves designing of target indicators. Armstrong (2006) illuminates that performance measurement entails the establishing gaps and achievements so as to provide feedback. In the public sector, performance measurement should result in data that commensurate the public policy (Dooren, 2006). Dooren (2006) asserts that quality performance measurement should be that which measure its purpose. The use of performance contract entails using performance indicators that are ideal for measuring performance. . The targets are often derived from the strategic plans of the institutions involved. Jacobsen (2011) highlights the categories in which institutions in Kenya formulate targets such as service delivery indicators, financial indicators, operational indicators, non-financial indicators, and dynamic indicators. Organizations should only embrace effective performance indicators as part of performance measurement by examining if it is capable of enhancing performance of the organization, as well as, individuals (Letsoalo, 2007). However, performance measurement often success when all levels and departments of facets of an institution own it. But is does not always result in positive effects (Kariuki, 2011).

Evaluation and formulation of the target set as an incentive measure which motivates and increases the productivity of the employees in any institution. Any goal where positive feedback is expected should enfold some principles such as clarity, commitment, feedback, avoidance of ambiguity, and relevance of goals to the expected outcome, which is setting SMART (specific, measurable, attainable, realistic, and timely) goals (Obiero, & Genga, 2018). There exists a close relationship between setting goals and performance. That is, employees are easily motivated where the targets are set and defined.

According to human resource management practices setting a goal is a primary determinant of performance because it gives specific direction on how employees meet their targets, goals, and objectives set by the organization in a given period, thus enhancing the effectiveness (Musyoka, Cheloti, & Maithya, 2018). To ensure that the set objectives are manageable and achievable within the available resources, ‘ performance targets should be carried out after the budget process has been completed, and institutions are informed about their resource allocation. This is because the targets emanate from the institutions and are freely negotiated and not imposed arbitrarily (Riungu, Senaji, & Mugambi, 2019) by the government. A staff member and manager should agree on the work and the responsibilities of the staff member’s position. The performance target plans will also set out how the staff members’ performance will be measured or evaluated against the set objectives. Collecting and combining competency information create a standardized approach to performance that is open and significant to everyone in the company. The framework should be specific and outlines what people need to do in order to be effective in their roles and to establish how the roles relate to organizational goals and success.

2.2.2. Performance competence Development and service Delivery in public secondary schools

These are practicable and measurable skills and characteristics that enable and improve the efficiency of the performance of a job and, ultimately, organizational, leading to organizational success. While in consideration of these practices, there is an observation of a whole way of developing performance competence by linking individual performance to the company’s goals. It is one of the major way of motivating workers (Misbah, Gulikers, & Mulder, 2019).

While identifying and evaluating the contract performance in Education, there is a consideration of the functionality of the contracts. On the way of these is through performance competence development, which determines these practicable and measurable skills and characteristics that enable and improve the efficiency of the performance job and, ultimately, organizational, leading to organizational success. While in consideration of these practices, linking individual performance to the company’s goals is observed as a whole way of developing performance competence. Having a defined set of competencies which include integrating knowledge, skills, judgment, and attributes that people need in order to perform a job effectively enables the workers to acquire the kind of behaviors the organization values, and which it requires to help achieve its objectives (Misbah, Gulikers, & Mulder, 2019). Your team members not only work more effectively and achieve their potential but also, many benefits associated are with linking personal performance with corporate goals and values.

Identifying the various ways to develop competencies are necessary for success in an organization that can help the manager by ensuring the employees demonstrate exemplary expertise, recruiting and selecting new staff through an effective process, evaluating performance more effectively (Ngugi, & Bula, 2019). In addition to these, the organization manager is also able to identify skill and competency gaps more efficiently, providing more customized training and professional development and also planning sufficiently for succession. Finally, the manager can make changes in the management processes to work more effectively. One can define the set of practices needed for compelling performances by adding a competency framework to your talent management program, which defines the knowledge, skills, and attributes needed for people within an organization. Each role will be defined by its competencies needed to perform the job effectively.

To develop this framework, there is need to apply different approaches that are needed in order to have a clear understanding of the roles within the business. First and foremost, use of a pre-set list of common, standard competencies, then customized to the specific needs of an organization. Secondly, deployment of outside consultants which helps in developing the framework in an organization which creates a general organizational framework that uses the basis for other the one that is needed (Ochieng, Kiplagat, & Nyongesa, 2016). When developing a competency framework, one can take considerable effort in order for the framework to be used as needed and, more importantly, to make it relevant to the people who will be using it, that is, they can take ownership of it. It is therefore seen that doing future expansion of performance contracting will, in most cases, depends much and mainly on the development of more acceptable norm- and criterion-referenced measures of achievement.

2.2.3. Performance target negotiations and service Delivery in public secondary schools

Performance Target negotiations are defined as a meta-analysis that affects goals and goal attributes and objectives on the outcomes that the organization’s negotiators received. Despite a long-standing interest in aspirations and goals in negotiation, it is not fully understood how to identify the goals of the Target negotiations. While identifying Performance Target negotiations, it is always important to carefully evaluate the historical data of the organization one may consider using as the target baseline (Wanjiru, 2019). Looking at how the data for a given duration of time and identify whether the performance has been affected by the radical changes. For a favorable situation, it is necessary to investigate the reasons behind such a transition. For the sake of unusual circumstances during that period, which exist in periods, especially during the recession, it will be unfair to use the figure as the reference point; thus, there is a need to refer to data from a different period to inform your target (Kamau, Bula, & Oringo, 2018).

External sources may also be used to identify and measure the performance target negotiations. This one focuses too closely on goals and attention on a task. Unfortunately, the close focus can cause us to overlook other important issues and tasks (Stone, Skinner, Lee, & Hass, 2017). When a division reward’s employees for meeting short-term sales targets, for example, those employees are likely to overlook other crucial goals, such as improving customer satisfaction that will help the organization thrive over the long term. Finally, it is an opening story that vividly illustrates how goals can cause employees to make decisions that are not only risky but also unethical. By encouraging negotiators to focus on ends rather than means, goal setting creates an organizational climate ripe for unlawful and immoral behavior (Kathongo, 2018).

A study conducted by Kinanga and Partoip (2013) seeks to provide insights concerning the link between employee productivity and participation in target setting. The study revealed that most workers associated target setting with improved productivity and performance. The findings or results of this research commensurate with that of Kobia & Mohammed (2006).

The involvement of stakeholders is vital in target setting as it ensures that there is not only accountability but also transparency (Kogei et al., 2013). The findings of Nzuve and Njeru (2013) study about performance contracting in the county of Nairobi reveals that approximately 86% of employees have the conviction that stakeholders are not and have never been incorporates in PC. These studies demonstrate that the major role enhancing stakeholders and employees to be involved in setting of targets entails creation of commitment and ownership. However, a comprehensive investigation is lacking concerning the involvement of stakeholders.

Furthermore, According to Schnake (2007), In budgeting and planning and during negotiations the basis for the verification of targets depend on the availability of resources, the relevance to the policy documents that exist, strategic and sector plans of the institutions, and time frame.

2.2.4. Performance Contract Implementation and service Delivery in public secondary schools

Muthaura (2010) in his presentation titled the role of public service of Kenya during the change process asserts that individuals usually oppose change if they do not comprehend the gains that it brings. As a result, the commitment of the employees is tied to their perception concerning the gains that emanated from the performance contracting system. According to Buytendijk (2009), the success of performance management relies on acceptance. The acceptance encourages individuals to collaborate and cooperate due to the fact that they want to as oppose to having to conform. Buytendijk (2009) reiterates that the system of performance management can result in suboptimal performance through making individual figure look good though on paper.

For an instant, Letangule and Letting (2012) case study on the implementation of performance contracting at the Education Ministry in Kenya revealed that there was integration of performance contracting (PC) and departmental work plans. Kariuki’s (2013) study in Kenya at Maua Municipal Council established that the level of participation of employees in PC was at 59%. The result was similar to the findings of Keraro and Gakure (2013) at the TSC (Teachers Service Commission) in Kenya. The employees had individual contracts that had links with work-plans of departments and institutional performance contract targets. The findings in these studies reveal that performance contracting to some degree has descended to the lower levels. However, to validate these findings it is ideal to conduct researches that make comparison between PC integration in various sectors or even in line ministries, as well as, state corporations because most of the above findings are based on single entities.

According to Armstrong (2006), monitoring of performance encompasses encouraging behavior and activities that result in a firm attaining its goals and objectives. It enhances shared comprehension concerning the techniques of improving performance through assessing those that should be done, as well as, how the achievements should be measured. Buytendijk (2009) explains that a good system of performance management is that which focuses on outcomes instead of outputs. Lin & Lee (2011) illuminates that this is quite different from the perception out there since performance management in public organizations is viewed as a form political communication. However, it should be a management tool that helps in aligning the goals of the agents and principal in a way that creates a shared vision.

The primary role the review tries to seek is synthesizing definitions of outline the successes and challenges in implementing PC in secondary schools in addition to school lessons identified by the learners through study experience (Barati, Sadeghi, & Bahrami, 2019). It was reviewed on different platforms and themes such as; teachers’ awareness level of Performance contracting, enough facilities which influence on the effectiveness of performance contract, teachers’ trade unions’ influence on the effectiveness of Performance Contract and factors hindering the effectiveness of Performance Contracting in addition to Historical background on Performance Contract, Policy guidelines on PC, (Sharp Shi, Scinta & Thanki, 2020).

Financial and human resources are critical factors to the successful implementation of PC. Work should be done by people who are qualified, and the people need finances to implement processes such as communication by sharing printed documents, use of the internet, and facilitation during meetings. Performance appraisals should be signed to ensure that targets are clearly outlined, and employees are guided by a set period to achieve the targeted objectives. For efficient performance contracting implementation in an institution, managers should always avoid what makes employees dissatisfied and motivate them with incentives, promotions, and recognition. The two-factor theory relates knowledge on performance contracting, which entails training and evaluation as satisfiers that encourage employees to work harder.

Theoretical and conceptual frameworks also provide expertise in management that Result Based Management results are the ideal type for those in the teaching profession. This is because considering many variables and the Performance Contract practice enables management to do categorically break down institutional identified goals and objectives into deliverables as they help in the provision of indicators. They, too, impact efforts made through compliance with set budgetary levels and costs. Many of these concerns have led to teachers to sign performance contracts to ensure accountability and improved educational outcomes. Additionally, a literature review focuses much on the benefits associated with performance contracts in Education without necessarily considering schools’ perception of the rationale (Balzer,2020). This performance is always based on a presentation for the introduction of performance contracts in schools in addition to the specific implementation of PC among teachers in secondary schools. After the identification of the performance guidelines, it is a requirement that schools should identify and negotiate targets, performance criteria, and work plans that are then drawn for evaluating performance using the performance indicators.

There is no arbitrary required for free negotiations on imposing to establish whether these goals and objectives are achievable, measurable, growth-oriented, and benchmarked to similar institutions locally. Therefore, the implementation of Performance Contracts is viewed as one effective and promising means of improving the performance of the education system today in the government education system, since it is considered an essential tool for enhancing good governance and accountability for results in schools. The fundamental issues and problems in Education could be resolved or at least better managed if schools and those who teach in them were persistent and more accountable.

2.3. Information communication process and Service Delivery in public secondary schools

Communication is defined as a process of transmitting information and common understanding from one person to another (Keyton, 2011). Communication in any organization like the school is very vital to the survival and smooth running of the school therefore it should be considered paramount because it is needed in a school set up whether it involves student to student, teacher to student, teacher to teacher, teacher to parent, teacher to administration or even parent to administration (Lunenburg, F.C, 2010) .The element of information communication process (the sender and the receiver) determines the quality of communication therefore a problem in any of these elements can lead to communication ineffectiveness. Therefore maintaining effective communication process in an education set up depends mostly on the managers responsible for the education settings, the teachers who play fundamental role in shaping of education, students who have the potential to shape the world and the parents who major role is shaping up the students as social being.

The process of communication is also a vital part of personal life, education, business or any other situation where people encounter one another. They include writing, talking, and non – verbal as well as visual and electronic communication (McQuail, 2005). It not only matters when it takes place but also when and how long it takes because the information produced in a given location reflects features of that context hence it serves to define a place for its inhabitants and to establish an identity. Different tools are used to circulate information within any given learning institutions including face to face presentations, handouts, textbooks, telephones, fax, audio, video, emails and web pages

Although selection of particular medium for transmitting the message can be critical due to so many choices, the information must always be encoded into a message that a sender intends. School administrators or other organization members tend to choose memos, letters, handbooks, bulletin boards, newsletters, to pass information between various departments. The media choice including face to face conversations, telephones, computers, public address systems, closed circuit television, tape recorded messages etc. may also be used as a medium of communication. Non-verbal gestures, facial expressions, body position and even clothing can also transmit messages. Individuals are likely to decode information more as favorable when it suits their own beliefs, values and needs (Sergiovanni, 2009) Therefore communication process is regarded as one way communication if feedback does not occur. Two way communication occurs with feedback and is more considered desirable.

Building of a clear relationship between the school administrators and other school stakeholders require effective information communication. The basic for success in the contemporary school is the ability of the school administrator to work effectively with the school stakeholders i.e. the staffs, support staffs, parents, community members, and the central office; by developing a shared sense of what the school is attempting to accomplish, where it wants to go and a shared sense of the commitments that people have to make in order to bring forward the school towards achieving its mission, vision, and the goals (Matthews & Crow (2010). Principals spend about 70 to 80 percent of their time in interpersonal communication with various stakeholders. Effective principals should know how to communicate and understand the importance of ongoing communication both formal and informal within the faculty and department meetings, individual conversations with parents, teachers, and students and telephone calls and e-mail messages with various stakeholders groups.

Communication is directly associated with the management processes therefore managers are required to use their management skills properly while the employees are required to have knowledge about their responsibilities as well (Habaci, 2013).. In today’s world communication differ between managers and employees i.e. the horizontal and vertical communication are seen. School directors should communicate horizontally and vertically in organizations and seek to develop their communication with the employees by establishing information offices which ensures proper flow of information. Schools are established within a society so there is need to strengthen the school – community relations (McQuail, 2005). In order to achieve the desired status in the community, a school need to communicate effectively with its external environment. According to the education managers, policies and objectives of the schools should be clearly specified and known to both the occupant and the society through the use of all the available channels for external communication like the boards of governors, parents – teachers association, church organizations and various community activities.

Secondary Schools are also hierarchical organizations. The board of education is usually placed at the top of the hierarchy, followed by the superintendent, the principals and the teachers. In terms of responsibility, students are responsible to teachers; principals are responsible to superintendents, and superintendents are responsible to the board of education.

Structurally, there is a series of superordinate-subordinate relationships within schools. Functionally, this hierarchy of relationships (principal to teacher, teacher to student, and soon) is the basis for allocating and integrating roles, personnel, and facilities to achieve school goals.

Communication has usually six main elements: senders, channels, receivers, change as a result of communication, barriers, and feedback (Can, 1992). Communication process should be effective to reach organizational goals and the quality of communication is an essential element (Young & Post, 1993). Accurate communication takes places only if the meaning that the sender intended to transmit is the same as what is understood and interpreted by the receiver (Gutenberg &Richman, 1969).

The two essential elements of organizational communication model are communication networks and channels. Those networks can be one way, two-way or multi-way in a simple to more complicated structures. An interpersonal communication network refers to a pattern over time of communication flows between individuals. In organizational hierarchy, there are four communication channels: vertical, upward and downward, horizontal, and diagonal (Eren, 1991). Organizational communication enables superiors and subordinates to act mutually in the direction of organizational goals in hierarchy.

Communication channels and networks are essential in management process as well (Knootz, & Weihrich, 1988).

Decision-making is based on accurate communication in an organization and is a process of verbal and non-verbal communication forms, usually from superiors and subordinates (Sexton, 1970). Organizational communication is essential in planning process to form organizational goals and reach those goals (Knootz, & Weihrich, 1988).

According to McQuail (2005), defines communication as the process of sharing ideas information, and messages with others in a particular time and place. Communication includes writing, talking, as well as non – verbal ones, visual and electronic communication; Communication is a vital part of personal life, business, education and any other situation whose people encounter each other. The author further notes that communication takes place in time, and it matters when it takes place in time and it matters when it occurs and how long it takes. It is produced in a given location and

reflects features of that context. Such communication serves to define a place for its inhabitants and to establish an identity. Different tools are used to disseminate information within learning institutions. Among these tools are face-to-face presentations, handouts, textbooks, telephone, fax, audio, video, email and web pages (McQuail, 2005).

Organizational Information Theory

Organizational Information Theory is a theory about the complexity of information management within an organization builds upon general systems theory and phenomenology, and based on the work of Karl Weick. The theory addresses how organizations reduce equivocality, or uncertainty through a process of information collection, management and use. Two broad themes of this theory are “enactment” and “loose coupling” (Taylor and Elizabeth, 2000).

A key component of Weick’s theory is the information afforded by the organization’s environment, including the culture within the organizational environment, which can impact the behaviors and interpretation of behaviors of those within the organization.

Thus, creation of organizational knowledge is impacted by each person’s personal schema as well as the backdrop of the organization’s objectives (Nonaka, 1994).

The organization must sift through the available information to filter out the valuable from the extraneous. Additionally, the organization must both interpret the information and coordinate that information to “make it meaningful for the members of the organization and its goals”(West and Turner, 2004). In order to construct meaning from these messages in their environment, the organization must reduce equivocality and commit to an interpretation of the message.

According to Weick, organizations experience continuous change and are ever-adapting, as opposed to a change followed by a period of stagnancy (Weick and Quinn, 1999).

Building off of Orlikowski’s idea that the changes that take place are not necessarily planned, but rather inevitably occur over time, Organizational Information Theory explains how organizations use information found within the environment to interpret and adjust to change (Orlikowski, 1996). In the event that the information available in the information environment is highly equivocal, the organization engages in a series of cycles that serve as a means to reduce uncertainty about the message. A highly equivocal message might require several iterations of the behavior cycles. An inverse relationship exists between the number of rules established by the organization to reduce equivocality and the number of cycles necessary to reduce equivocality. Similarly, the more cycles

used, the less equivocality remains.

Enactment – Weick (1979) emphasizes the role of action, or enactment in change within an organization. Through a combination of individuals with existing data and external knowledge, and through iterative process of trial and error, ideas are refined until they become actualized (Nonaka, 1994). Enactment also plays a key role in the ides of sense making, the process by which people give meaning to experience. Essentially, the action helps to define the meaning, making those within the organization’s environment responsible for the environment itself (Weick, 1979).

Selection – Upon analyzing the information the organization possesses, the selection stage includes evaluation of outstanding information necessary to further reduce equivocality. The organization must decide the best method for obtaining the remaining information (West and Turner, 1979). Generally, the decision-makers of the organization play a key role in this stage.

Retention – The final stage occurs when the organization sifts through the information it has compiled in attempts to adapt to change, and determines which information is beneficial and worth utilizing again. Inefficient, superfluous and otherwise unnecessary information that do not contribute to the completion of the project or reduction of equivocality will most likely not be retained for future application of similar project .This theory focuses on the process of communication instead of the role of individual actors. It examines the complexities of information processing in lieu of trying to understand people within a group or organization. Additionally, this theory closely examines the act of organizing, rather than organizations themselves. Weick defines organizing as, “the resolving of equivocality in an enacted environment by means of interlocked behaviors embedded in conditionally related process” and that, “human beings organize primarily to help them reduce the information uncertainty in their lives” (Scott, 2003: 98).

The two step flow of information theory

A two-step flow of information theory is based on a 1940s study on social influence that states that media effects are indirectly established through the personal influence of opinion leaders. In a school setting communication that is two way is enhanced by availability of communication channels that enhances feedback. The majority of people, the students in this case receive much of their information and are influenced by the media secondhand, through the personal influence of opinion leaders, the student councils members. The Multistep Flow Model says that most people form their opinions based on opinion leaders that influence the media. Opinion leaders are those initially exposed to a specific media content in this case student council members in a school setting, and who interpret it based on their own opinion. They then begin to infiltrate these opinions through the other student who become “opinion followers” (Baran, 2011).

These “opinion leaders” gain their influence through more elite media as opposed to mainstream mass media (Katz and Lazarsfeld 1955). In this process, social influence is created and adjusted by the ideals and opinions of each specific “elite media” group, and by these media group’s opposing ideals and opinions and in combination with popular mass media sources.

Therefore, the leading influence in these opinions is primarily a social persuasion, ideas flow from mass media to opinion leaders, and from them to a wider population and that is the general student population. Based on the two-step flow hypothesis, the term “personal influence” came to illustrate the process intervening between the media’s direct message and the audience’s reaction to that message. Opinion leaders tend to be similar to those they influence—based on personality, interests, demographics, or socio-economic factors.

These leaders tend to influence others to change their attitudes and behaviors. The twostep theory defined the ability to predict how media messages influence audience behavior and explains why certain media campaigns do not alter audiences’ attitudes.

This hypothesis provided a basis for the multi-step flow theory of mass communication. This theory asserts that information from the media moves in two distinct stages. First, individuals (opinion leaders) who pay close attention to the mass media and its messages receive the information. Opinion leaders pass on their own interpretations in addition to the actual media content. The term ‘personal influence’ was coined to refer to the process intervening between the media’s direct message and the audience’s ultimate reaction to that message. Opinion leaders are quite influential in getting people to change their attitudes and behaviors and are quite similar to those they influence.

2.4. SERVICE DELIVERY IN SECONDARY SCHOOLS

Service delivery in schools is the ability of making use of available educational services to achieve educational objectives and goals. Quality service delivery is a key determinant to performance of any secondary schools and also to the development of the economy. Although customers’ needs and expectations varies when it comes to governmental services and their quality requirements, the public sector organizations particularly the public secondary schools have come under increasing pressure to deliver quality public services and their efficiencies. Therefore quality service delivery should be considered as one major key building blocks learners should access and use ultimately to improve their knowledge and skills status.

Successful safety managements in schools is necessary for quality service delivery in secondary schools. It involves active participation principals, school mental health professionals, school security personnel, appropriate community stakeholders and other school staffs to help sustain efforts over time for service delivery. Safety management requires the protection and management of administrators, teachers, students and other visitors in an institution for service delivery. It determines the quality of an environment in a school; which shapes attitudes of students, teachers and staffs by influencing both the teaching and learning behaviors positively hence it enhances education service delivery and also production of students to the national development. Lack of safety is created by unsafe conditions, behaviors, disasters and emergencies therefore schools need to prepare for these in order to maintain the safety in schools. It the responsibility of the school administrators to ensure conducive learning/ teaching environment and this can be achieved through establishing clear rules and policies (Kipngeno and Kyalo, 2009)

Also, schools are developing plans and strategies to implement safe schools environment for a quality service delivery. The plans work best when generated by both the staffs, parents and representatives from community groups and agencies. This is because schools insecurities can lead a threatening environment, physical injury and also emotional stress that can be obstacles to the achievements of the students. Adoption of safety managements skills promote good working/learning environment by providing safety of teachers and students, and appropriate security management of the school facilities. (Oragwu and Nwabueze, 2016)

Additionally, educational facilities have been constantly found to have positive relationship with the standard and quality of educational system through the extensive utilization of the available resources (UNESCO, 2014). For effective and quality service delivery in the school system, managing and maintaining of these school facilities/ equipment is needed by the schools systems for the performance of their functions at an optimum level. This may include continuous effort of checking, improving, repairing, repainting, renewing, remodeling, controlling, the use, modifying and ensuring effective use of these facilities in order to make them repeatedly relevant and useful.

Managing school plants are essentials in the teaching- learning process because it gears up expected outcomes of education through facilitating good socio- political and economic liberalization, effective teaching and learning process and also academic performance of the students. They include libraries, classroom, chairs, tables, computers, shelves, equipment and hostel facilities etc. (Amanchukwu and Ololube, 2015). These school plants should be sufficiently provided and well maintained to ensure optimal educational objectives both in the immediate and in the future, given the available resources.

School principals also plays an important role in the quality of service delivery in any school. They determine the pace at which activities move in a school therefore the quality of the school principal to a great extent determines the quality of the service he or she renders to the school. Service quality is an attitude towards the service offered resulting from a comparison of expectations of school principals which are varied and extensive. School principals who are non- authoritarian, supportive and also collegial encourages hard work among its staffs and in turn, facilitates effective service delivery in schools. Rewarding of school principals makes a positive impact on their performance because they will provide a high quality service delivery which contributes to the development of a high performance culture.

2.5 Theoretical framework

Several scholars are not in agreement concerning the theory in which performance contract should find its anchorage. The most common theory that are often used include the public choice theory, agency theory, complexity theory, transaction theory, change management theory, motivation theory, and success and happiness theory. However, According to Obong’o (2009), Larbi (2014, and Mutahaba (2011), there is relative consensus that it has a close association with NPM (New Public Management) theory.

Mackies (2008) describes the theory as a series of themes associated with not only reforming the organization but also procedures of the public institutions with the aim of making them more competitive, as well as, efficient in service delivery and use of resources. Mackies (2008) reiterates that NPM is related with several reforms initiated in the public sector that seek to optimize the use of scarce resources and improve accountability more so in the provision of goods and services. However, this is a resonance that several scholars do not agree with in the realms of performance contracting in making the government more efficient.

Petri (2002) and Ayee (2008) argue that performance contracting is based on the Principal agent theory. In the implementation of the PC, there are several principal agent relationships and the theory is based on the hypothesis that both the agent and the principal aim at optimizing benefits. Unfortunately, the principal has limitations due to the lack or absence thereof of information such as the agent’s actual ability. The principal has the obligation of designing a contract that is attractive to the agent but also optimizes benefits. Ssengooba (2010), on the other hand, questions how the shareholders (principals) in the theory can control the agent’s action to ensure that their best interests are incorporated.

Larbi (2010) explains that performance contracting in the public sector is a tool that citizens employ so as to hold public officials accountable. Furthermore, the elected officials also use it in holding bureaucrats in the public service accountable. For an instant, the political class may act as the agents while the citizens as the principle. Therefore, to maximize the chances of the re-election of the political class, they have the contract of fulfilling their campaign promises to the citizens even though they do not offer services to these citizens directly. It is often done through institutions lead by their appointees who in turn assume the role of principal as the bureaucrats become the agents.

Petrie (2002) asserts that the bureaucrats derive motivation from both the prestige and benefits that emanate from continued occupation of these offices while the interest of the politicians is in re-election.

Mackie (2008) elaborates that change management theory can offer theoretical support for successful implementation of the new system of performance management. It is a theory is based on participative approach from bottom to up and where the developed systems within the organization are supported by the top echelon of the management, as well as, general organizational membership.

2.6. CONCEPTUAL FRAMEWORK

This section of the concept paper discusses the relationship of performance contracting and the service delivery in public secondary schools in Siaya county together with factors that moderate or intervene in the relationship.

PC (Independent Variable)

Performance target formulation

· Setting SMART objectives vs. Targets

· Setting target indicators

· Objective prioritization

· Linking objective to multiple targets

· Strategic objectives clarification and selection

· Reviews of stakeholders expectation

· Design of an action plan

· Providing bench mark

· Required adjustments for improvement

· Understanding of objectives balancing

· Establishing gaps and achievements

H1 H2 H3 H4

SERVICE DELIVERY IN PUBLIC SECONDARY SCHOOLS IN SIAYA COUNTY (Dependent variable)

· Production of academic achievement (quality grades)

· Improving knowledge and skills status (Cognitive gains)

· Utilization of available resources (accountability)

· Production of students to the national development (Graduation rate)

· School attendance rate

· Security management

· Quality environment for positive attitude.

· Spiritual development amongst learners

· Socio political relationship

· Improved performance on co-curriculum activities.

· Improved, management and maintaining of facilities

Performance competence development

· Identifying employees skills in various areas

· Identifying competency gap

· Training

· Professional development

· Linking individual performance to school goals

· Selection and recruitment through effective process

· Demonstration of expertise

· Evaluation of performance

· Succession plan

· Changes in management

· Developing competency framework

Performance contract implementation.

· Willingness and commitment of employees

· Proper communication channels

· Accountability of resources

· Change management

· Integrating PC and Dept. work plan.

· Monitoring of performance

· Focusing on outcome and not output

· Identifying challenges and successes

· Resource allocation

· Signing of performance and appraisal

· motivation

Figure 1.1 Relationship between Performance Contracting, Information communication process and Service Delivery in Public Secondary Schools.