Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Patrick Ojok

Department

Institute for Educational Development, East Africa

Abstract

Globally, educational institutions increasingly rely on Key Performance Indicators (KPIs) to monitor progress, foster accountability, and improve outcomes. Although successful implementation requires understanding prevailing perspectives and addressing implementation challenges, not much study has been conducted on leaders' perspectives on KPIs and practical challenges associated with establishing them, particularly in the setting of developing nations. To fill this gap, this study explored the attitudes and experiences of educational leaders in Moshi Municipality, Tanzania, about KPIs and the factors enabling or hindering their adoption. This study employed a mixed methods approach, incorporating a questionnaire administered to fifty-two educational administrators and a focus group discussion of purposively selected leaders. Thematic analysis and descriptive statistics were applied to analyze the data. Based on both quantitative and qualitative data, it was determined that, although most respondents expressed a positive view of Key Performance Indicators (KPIs) and their contributions to operational efficiency and student outcomes, significant barriers included a lack of training, a lack of resources, and overly ambitious objectives. Deeper insights into implementation impediments were revealed by qualitative results, which included deficiencies such as huge class numbers (up to ninety students) brought on by inadequate infrastructure, little financing support, time constraints resulting from hectic schedules, and the challenges of feeding all learners for lunch. Enhanced resources such as specialized training facilities, ongoing training programs, reward schemes, and setting targets clearly and cooperatively were among the suggested strategies. Analysis revealed that, even as resource limitations underlined the necessity of eliminating disparities, leaders' support of KPIs justified their relevance. While this research contains valuable information for supporting initiatives for educational progress and placing Key Performance Indicators (KPIs) into practice in developing countries, further extensive investigation is necessary to ensure long-term utility.

First Page

1

Last Page

101

Download

Share

COinS