Determining the Relationship Between Delocalisation Process and the Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

Abstract

The study sought to determine the relationship between delocalisation process and the psychosocial wellbeing of public secondary school Principals in selected Counties in Eastern Region, Kenya. The study was adopted descriptive cross-sectional survey research design. The study targeted 924 Principals of public secondary schools, 12 Education Officials, and 18 Union Officials in the selected Counties in Eastern Region, Kenya. SPSS software was used to analyze descriptive and binary logistic regression statistics. In regards to descriptive results, the study analyzed frequencies, percentages, and mean. Descriptive findings illustrated that a majority of the delocalised Principals (67.3%) have an unfavorable conception of the process of implementation of the delocalisation process of public secondary school Principals. In particular, more than half of the respondents acknowledged adverse influence of delocalisation on their level of anxiety, self-esteem, marriage and relationship and social interaction, each indicator having more than 50% influence. The adverse influence of interpersonal relationships was however felt by fewer respondents. An inquiry made from education officers and union officials within the study area illustrated that overstay in one station (93.3%) was considered as the main reason for delocalizing a principal. Other reasons suggested include promotion (13.4%), and routine transfer (16.7%). Delocalisation negatively and significantly predicted public secondary school psychosocial wellbeing, Waldχ2 (1) = 84.05, p < 0.001, Exp (B) = .056). The study’s conclusion illustrated a negative and significant relationship between delocalisation process and the psychosocial wellbeing of public secondary school Principals. It can therefore be concluded that implementation of delocalisation policy negatively and significantly influences the public secondary Principals’ psychosocial wellbeing. The study recommended that public secondary school Principals should be consulted in the course of implementation of the policy to help prepare them for any eventuality. Further, Schools Board of Management should strive to provide an enabling environment to the delocalised Principals so that they can easily fit into the new environment.