INFLUENCE OF NON-TEACHING STAFF’S IDEA SUSTAINABILITY ON SERVICE DELIVERY IN SECONDARY SCHOOLS: A STUDY OF EMBU COUNTY, KENYA
Abstract
Purpose: The study sought to examine the influence of idea sustainability by non-teaching staff on service delivery in secondary schools in Embu County, Kenya. The investigation was guided by the Modified Quantitative Service Delivery Theory and addressed the persistent challenges of poor service delivery despite the critical role of non-teaching staff in school operations.
Methodology: The study used a mixed-methods cross-sectional survey targeting 2,219 participants, with 337 sampled through stratified and systematic sampling. Data were collected via questionnaires, interviews, and focus group discussions, with validity confirmed and reliability at α = 0.895. Quantitative data were analyzed descriptively and through Pearson correlation, while qualitative data underwent thematic analysis.
Results: The findings revealed a statistically significant and moderate positive relationship between idea sustainability and service delivery (r = .527, p < 0.01). However, overall levels of idea sustainability were low, hindered by lack of managerial support, inadequate recognition, resource constraints, poor communication, and insufficient capacity building. Schools with higher levels of idea sustainability recorded better service delivery outcomes, including responsiveness to complaints, reduced sluggishness, and improved stakeholder satisfaction.
Conclusion: Sustaining viable ideas from non-teaching staff significantly improves service delivery in secondary schools but remains low due to leadership, resource, and motivation gaps.
Recommendations: Secondary schools should institutionalize inclusive leadership, establish innovation oversight structures, enhance capacity building, introduce robust recognition systems, allocate sufficient resources, and promote a culture that tolerates experimentation.
Keywords: Idea sustainability, operational efficiency, service delivery, innovative work behaviour, non-teaching staff, secondary schools.
References
Arungo, B. K., & Kipkebut, D. J. (2021). Effect of quality of work life on job satisfaction among non-teaching employees in universities in Nakuru County, Kenya. International Journal of Business Management & Finance, 3(1), 116–130. https://www.serialpublishers.org
Almutairi, T. S. (2020). Assessment of job satisfaction among teachers and its relationship with demographic variables. http://search.shamaa.org/PDF/Articles/EGJes/JesVol28No3P5Y2020/jes_2020-v28-n3-p5_037-067_eng.pdf
Christopher, F., Komunda, T. R., & Milton, N. (2022). The impact of supervision on the quality-of-service delivery at Kirima Community Secondary School in Kanungu District, South Western Uganda. International Journal of Academic and Applied Research, 6(5), 157–162. http://www.ijeais.org/ijaar
Eccles, R. G., Lee, L.-E., & Stroehle, J. C. (2020). The social origins of ESG: An analysis of Innovest and KLD. _Organization & Environment_, _33_(4), 575–596. https://doi.org/10.1177/1086026619888994
Gichohi, P. M. (2014). The role of employee engagement in revitalizing creativity and innovation at the workplace: A survey of selected libraries in Meru County – Kenya. Library Philosophy and Practice (e-journal), Article 1171, 1–34. https://core.ac.uk/download/pdf/33139434.pdf
Githui, T., & Muathe, S. (2021). Influence of knowledge sharing on performance of public secondary schools in Nairobi County, Kenya. International Journal of Education and Research, 9(4), 25–38. https://doi.org/10.14662/IJER2021.043
Hosseini, S., & Haghighi-Shirazi, Z. R. (2021). Towards teacher innovative work behaviour: A conceptual model. Cogent Education, 8(1), Article 1869364. https://doi.org/10.1080/2331186X.2020.1869364
Hussain, M. F., Hanifah, H., Ali, V., & Halim, H. A. (2022). Determinants of innovative work behaviour and job performance: Moderating role of knowledge sharing. International Journal of Innovation and Technology Management, 1–19. https://doi.org/10.1142/S0219877022500377
Jandy, T. B., & Eugenio, S. G. (2020). Structural equation model on work engagement of non-teaching personnel in public secondary schools. Review of Integrative Business and Economics Research, 9(2), 259–316.
Kariuki, J. M., & Kinyua, G. M. (2022). Motivation strategies and staff innovation in public secondary schools in Kenya. Journal of Human Resource and Sustainability Studies, 10(2), 150–160. https://doi.org/10.4236/jhrss.2022.102011
Khalil, S., & Adelabu, S. A. (2012). Model for efficient service delivery in public service. Journal of Public Administration and Governance, 2(3). https://core.ac.uk/download/pdf/19888033.pdf
Kiveu, M. N., & Kirongo, B. B. (2020). Influence of employee reward systems on innovation in public institutions in Kenya. African Journal of Business Management, 14(4), 111–118. https://doi.org/10.5897/AJBM2020.8997
Kivindu, F. K. (2015). Perceived factors influencing organizational commitment among non-teaching staff in the University of Nairobi.
Maina, M., & Waiganjo, E. (2020). Organizational culture and employee innovation behavior in the education sector in Kenya. International Journal of Research in Business and Social Science, 9(6), 228–236. https://doi.org/10.20525/ijrbs.v9i6.878
Martono, S., Khoiruddin, M., & Wulansari, N. A. (2018). Remuneration reward management system as a driven factor of employee performance. International Journal of Business & Society, 19(S4), 527–536. http://www.ijbs.unimas.my/images/repository/pdf/Vol19-S4-paper3.pdf
Mwangi, B. K., & Kosgei, M. J. (2020). Creating value through sustainable staff innovations in educational institutions. International Journal of Innovation and Research in Education, 7(3), 98–107.
Newman, E. (2014). Service innovation is important for business success. https://corp.yonyx.com/customer-service/service-innovation-important-business-success/
Njoroge, M. K., & Gikonyo, L. W. (2023). Organizational agility and service delivery in public institutions: A case of educational support staff in Kiambu County, Kenya. East African Journal of Education and Social Sciences, 4(1), 38–45. https://doi.org/10.46606/eajess2023v04i01.0251
Ochieng, J. A., & Kiragu, D. N. (2020). Transformational leadership practices and service delivery in Kenyan public secondary schools. Journal of Leadership and Management, 6(3), 20–32. https://journals.uonbi.ac.ke/index.php/leadership/article/view/1817
Omondi, A., Otieno, S., & Anyango, T. (2022). Innovation management practices and service delivery in public institutions: A case study of Kenya’s education sector. Journal of Management and Strategy, 13(1), 76–86. https://doi.org/10.5430/jms.v13n1p76
Onyango, G. M., Akinyi, N. J., & Nyang’au, B. (2022). Participatory decision making and its influence on the performance of non-teaching staff in Kenyan public secondary schools. Journal of Human Resource and Sustainability Studies, 10(3), 145–156. https://doi.org/10.4236/jhrss.2022.103010
Robbins, M. (2019). Why employees need both recognition and appreciation. Harvard Business Review. https://www.denisecorey.com/s/Why-Employees-Need-Both-Recognition-and-Appreciation.pdf
United Nations. (2023). _The Sustainable Development Goals report 2023_. https://unstats.un.org/sdgs/report/2023/
