An evaluation of the impacts of technical support services on secondary school perfomance

Abstract

This study focused on evaluation of the impacts of technical support services on secondary schools of the Zeerust Area Project Office. The researcher concedes that schools are dependent on district support for success. Therefore the purpose of this study was to shed light on how technical support contributes to the broader school improvement initiatives. It sought to identify some of the problems from the district impeding on progress of secondary schools. The study adopted a qualitative approach using a questionnaire as a primary instrument for collecting data. The questionnaire consisted of 43 closed ended questions designed to obtain the perceptions of educators and senior management teams on impacts of technical support on secondary schools of the Zeerust Area Project Office. The research was conducted in 15 secondary schools selected randomly out of 26 secondary schools of the Zeerust Area Project Office and 105 copies of questionnaires were distributed and 93 useable questionnaires were returned by respondents. The data were presented in tables and analysed using descriptive analysis and basic statistics for determining frequencies and frequency percentages of the results for the study. The researcher focused more on topics which support the assumption that technical support has impact on school's success to draw conclusions. The findings of the study revealed that schools still face a host of challenges due to lack of support from the district. Areas which needed support were formulation of schools' safety policies and strategies, the area of resources to meet diverse learners' needs, formulation and implementation of financial plans, support regarding use of computers, support regarding maintenance of administrative equipment, creation of time to share problems and good practice. Furthermore factors which demoralised educators included late arrival of circulars, handling massive amounts of information on a daily basis, failure to assist beginner educators and inability of the district to make educators feel valued by recognising good performance. Therefore instructional practices needed sound decision making by the district officials. Every aspect of district operation needed to be suited to individual school needs. School success need to be enhanced through relevant technical support. A holistic approach to school safety is crucial for success. Furthermore educators' morale has to be uplifted through recognition of good practice. Finally, Information Communication Technology seems the most critical aspect of resource needed to ease the burden of educators in this information world.