iosr-JRME   Volume-10 ~ Issue-4 ~ July - Aug 2020

Abstract: Stress of principals in public secondary schools has been a serious problem to parents, the government and the Ministry of Education in developed and developing countries including Kenya. The problem has generated a lot of questions and debate for an immediate action to be taken if such cases like poor results, school drop- out, frequent transfers and principals' suicide are to be avoided. Despite the fact that principals of secondary schools have been trained in leadership and management, there is no information about the reasons why principals are stressed and cannot perform their work properly. The purpose of this study was to examine the level of stress among principals, and the objective was to establish the reasons why principals are stressed in their work performance. The study adopted the Cognitive Activation Theory of Stress (CATS) developed by Levine and ursin (1991....

Key words: Stress, principals, public secondary schools, Kisumu County

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[2]. Akong‟o, C. (2016)."An initiative for help and radicalization among secondary School students". The Standard Newspaper 10th May, 2017 pp. 25. Nairobi: Standard Group.
[3]. Bighouse, T. (1994). Schools. London: Institute for public policy research.
[4]. Black, S. (2003). Stress out in the classroom. American school board journal , 190, 36-46.
[5]. Bohlander, G.L. Snell, S. (2007): Effective Administration. United Kingdom: Thomson

Abstract: The purpose of the study was to analyze and find the headmasters' performance model that was built based on the associative causal relationship between exogenous variables and endogenous variables that were adaptively implemented in junior high schools in Medan, such as the influence of school culture and teamwork on work motivation; The influence of school culture, and teamwork on job satisfaction; The influence of school culture, teamwork, work motivation and job satisfaction on performance. This type of research is ex post facto. The performing was at Public and Private Junior Schools in Medan City, North Sumatra Province, involving 392 respondents. The results showed that: School culture had a direct positive effect on work motivation; teamwork has a direct positive.....

Key Words: performance, organizational culture, teamwork, motivation, job satisfaction

[1] J. Salusu, PengambilanKeputusanStratejikuntukOrganisasiPublikdanOrganisasi Nonprofit (Jakarta: Grasindo, 2015), p. 139 [2] Wanti. PengaruhEfikasiDiri, KompetensiManajerial, StresKerjadanMotivasiKerjaterhadapKinerjaKepala SD di Kota Medan. Disertasi (Medan: Program PascasarjanaUniversitasNegeri Medan, 2020), p. 3 [3] MenteriPendidikandanKebudayaanRepublik Indonesia, PeraturanMenteriPendidikandanKebudayaanRepublik Indonesia Nomor 6 Tahun 2018 tentangPenugasan Guru sebagaiKepalaSekolah(Jakarta: DepartemenPendidikandanKebudayaanRepublik Indonesia, 2018), p. 15 [4] John W. Slocumdan Don Hellriegel.Principles of Organizational Behavior (China: Cengage Learning, 2009), p. 7 [5] Direktur Tenaga Kependidikan, Perubahan dan Pengembangan Sekolah Menengah sebagai Organisasi Belajar yang Efektif (Jakarta: Departemen Pendidikan Nasional, 2007), p. 34

Abstract: The study aimed at identifying the commitment degree of the secondaryschools' principals in the North Gaza Directorate to the dimensions of the servant leadership from the teachers' views. The researcher
used the analytical descriptive method. The study's tool was a questionnaire applied to the study's sample contained (259) male and female teachers. The main results of the study were as the following: the commitment
degree of the secondary schools' principals in the North Gaza Directorate to the dimensions of the servant leadership from the teachers' views had a large degree with a relative weight (%82.10). The dimensions came
in descending order as follows: Building a school community had a relative weight (%84.69), the provision of the leadership style had a relative......

Keywords: Servant leadership, principals of secondary schools, North Gaza Directorate

[1]. Abu Tina, A., Al-Tahina, Z., &Khasawneh, S. (2007).The servant leadership in the Jordanian schools from the views of teachers and principals: an exploratory study,The Journal of Educational and Psychological Sciences, Bahrain, vol. 8, No. 4, pp. 137-160.
[2]. Al-Daihani, S.(2017).The impact of servant leadership on strategic planning in Kuwait schools: a field study,The Educational Journal. Vol. 31, No. 123, pp. 11-31.
[3]. Al-Helo, A. (2017). The practice degree of the private schools'principals in the governorates of Gaza to the servant leadership and its relation to their school's performancequality, Unpublished Master Thesis, the Islamic University, Gaza.
[4]. Ali, M. & Al-Qarni, A. (2017). The servant leadership for the heads and supervisors of the academic departments at TabukUniversity and its relationship with the organizational commitment of the faculty members, the International and Educational Specialized Journal,Vol. 6, No. 11.
[5]. Al-Kasbani, M. (2012). The Educational Research in Theory and Practice, Dar Al-Fikr Al-Arabi. Cairo

Abstract: Quality education is attributed to sustainability of key educational resource requirements among them adequate well-trained teachers, without which the implementation of Competency Based Curriculum (CBC) geared towards provision of quality education envisaged in Kenya's Vision 2030 may be hampered. This paper purposed to project the teacher requirement for provision of quality education in primary and secondary schools in Siaya County by the year 2030. The study was founded on the system theory and adopted Trend analysis and descriptive survey designs to achieve its objective. Purposive sampling was used to select, TSC County Human Resource officer, TSC sub-county directors, MOE sub-county directors and an officer from KNBS. Primary data was collected through Data Analysis Proformas and Key Informant Interview (KII) Guides. Pupil-Teacher Ratio method and Method based on number of pupils per class and hours taught by a teacher were used to.......

Key Words: Teachers, Vision 2030, Quality Education, Competency Based Curriculum, Primary Schools, Seconsary Schools

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[3]. UNESCO (2017). Accountability in Education: Meeting our Commitments. New York: UNESCO.
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[5]. Republic of Kenya (2017). Policy Framework for Education Training and Research. Nairobi: Government Printers