Influence of Self-Management on Performance of Teachers in Public Secondary Schools in Machakos County, Kenya

Abstract

Purpose: Teacher performance is at the core of effective teaching, effective learning, discipline, and the quality of learning and teaching; teachers work in contexts where they are continuously challenged to manage their emotions, be adaptable, and demonstrate professional control. The study investigated the effect of self-management on the performance of teachers in public secondary schools in Machakos, Kenya, and it was found that the area of self-management and teacher performance is empirical in nature, thus, there was a gap in the study. Materials and Methods: The study used a mixed-methods approach with a positivist paradigm and a sample of 3500 teachers in public secondary schools in Machakos County, Kenya. The Yamane formula was used to determine a sample of 486 respondents, who returned 329 teacher questionnaires for quantitative analysis, and principals and deputy principals provided qualitative evidence through interviews. Structured questionnaires and interview schedules were used to collect data. Descriptive statistics, reliability and validity tests, regression diagnostics, and bivariate linear regression were applied. Findings: The self-management construct recorded a composite mean of 4.20 (SD = 0.52), indicating high perceived self-management among teachers. Simple linear regression showed a positive and statistically significant effect of self-management on teacher performance (β = 0.047, t = 2.10, p = 0.036), with R² = 0.1143 and F = 8.34 (p = 0.001). The null hypothesis that self-management has no significant influence on teacher performance was therefore rejected. Implications to Theory, Practice and Policy: The findings indicate that strengthening teachers’ emotional self-control, conscientiousness, adaptability, trustworthiness, and initiative contributes to improved professional performance and classroom practice in public secondary schools.