Majanga, Charlotte Musimbi ¹, Koros Peter ², Rose Atoni³1, 2, 3 The Catholic University of Eastern Africa
This study investigated the influence of heads of institutions’ professional development strategy on non-teaching staff job performance in public comprehensive schools in Likuyani SubCounty, Kenya. The study was anchored on Herzberg’s Two-Factor Theory of Motivation and adopted a convergent mixed-methods design. The target population comprised 51 public comprehensive schools, while the sample consisted of 23 schools, including 23 Heads of Institutions, one Quality Assurance and Standards Officer, and 115 non-teaching staff. Data were collected using questionnaires, in-depth interview guides, and a document analysis schedule. The validity of the research instruments was established through expert review, while reliability was assessed using Cronbach’s alpha. Quantitative data were analyzed using frequencies, percentages, and one-way analysis of variance (ANOVA), whereas qualitative data were analyzed thematically and presented in narrative form. The findings revealed a statistically significant influence of heads of institutions’ professional development administrative support on non-teaching staff job performance, F (4, 108) = 18.742, p < .001. The study concluded that professional development administrative support enhanced staff competence and confidence, while collaboration promoted teamwork and coordination. Conducive working conditions facilitated effective task execution, and motivational practices strengthened staff commitment and willingness to improve performance. The study recommended that the Ministry of Education and heads of institutions strengthen professional development opportunities, collaboration mechanisms, workplace facilities, and motivational practices to enhance non-teaching staff job performance in public comprehensive schools.
