6.3 even if these schools could be seen performing

6.3 Conclusions

It
be said that, The applicability of high performance organization framework to
these schools toward students academic achievement was 48% of all respondents.
The score is very low which indicates that even if these schools could be seen
performing somehow good in regionwise but in nationwise they still struggling, and
its because of their less application of HPO framework to their school plans
and processes. For them to become very strong competitors nationwise they
should clearly adop these HPOframework. The school managemnet has to work very
hard to make sure that they apply and take seriously all HPO framework factors.
School management are advised to carry out HPOFramework to their management
style.

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The
following are the suggestions of this study based on the specific objectives
identified in the study;

The
first specific objective was to determine the use of management quality in
Catholic schools academic plans that influences students academic achievement.
As it has been seen that 44% of all respondents agreed that catholics schools
adhered principles of management quality in running their schools, the
indication of this score is that people do not convinced with the way these
schools are managed, school managers and school heads should make sure that Quality
management ensures school teaching and learning processes are in quality
planning, quality assurance, quality control and quality improvement. Quality
management is focused not only on teaching and learning quality but also on the
means to achieve it. Quality management, therefore, uses quality assurance and
control of processes to achieve more consistent quality
in teaching and learning process. Under quality management, management or
authority learns their responsibilities and take on leardership as well as
supervision to help teachers and students to achieve goals and objectives
agreed (Rose, 2005).

The
second objective was to evaluate the practices of openness and action
orientation in Catholic schools . 44% agreed that catholics schools practices
openness and action orientation. The practice of openness and orientation in
schools management is important because research has shown that organizational
boundaries (i.e. business unit, job function, office location) have a negative
influence on who interacts with whom inside the organization (de Waal, 2008). A
pair of individuals that shares the same business unit, job function and office
location communicates at an estimated rate of approximately 1,000 times higher
than two people that are not within the same boundary and who are geographically
separated. So if school heads or managers do not pay dedicated attention to
regular knowledge sharing and exchange of experiences with teachers and
students, they run the risk that their schools turn into a war ground. Sometimes
we say that there are some processes which are so important that they should be
done in the same way in all units. School heads get together to talk about
processes that should be common, common problems that they might have, common
strategies they might be pursuing, and in that way they are creating good
working environment (Zaleznik, 2004)

Furthermore,
the third specific objective was to assess the application of long-term
orientation of workforce that influences students academic achievement. In this
specific objective 49% of respondents agreed that catholic schools apply long-term
committment of workforce.In an HPO, long-term committment gain is far more
important than short-term profit. This long-term orientation is extended to all
head of schools, teachers and the school community (de Waal, 2008). An HPO
continuously strives to enhance value creation by learning what students want,
understanding their values, building excellent relationships and having direct
contact with them, involving them in the school’s affairs, being responsive to
them, and focusing on continuously enhancing academic value (Tipuric, 2014). An
HPO creates a safe and secure workplace by giving people a sense of safety
(physical and mental) and job security and by using dismissal as a last resort
(de Waal, 2010).

The
fourth specific objective was to determine the use of continuous improvement in
Catholic schools academic strategic plans for sustainable academic achievement.
The process of continuous improvement and renewal starts with an HPO adopting a
unique strategy that will set the company apart by developing many new
alternatives to compensate for dying strategies (de Waal, 2008). After that, an
HPO will do everything in its power to fulfill this unique strategy. It
continuously simplifies, improves and aligns all its processes to improve its
ability to respond to events efficiently and effectively and to eliminate
unnecessary procedures, work, and information overload (de Waal, 2010).

The
last specific objective of this stuy was to examine the application of quality
of employees in Catholic schools to academic achievement. An HPO makes sure it
assembles a diverse and complementary workforce and recruits people with maximum
flexibility to help detect problems in teaching and learning processes and to
incite creativity in solving them (de Waal, 2008). An HPO continuously works on
the development of its workforce by training staff to be both resilient and
flexible, letting them learn from others by going into partnerships with teachers
and students, inspiring them to improve their skills so they can accomplish
extraordinary results, and holding them responsible for their performances and
with that encouraging them to be creative in looking for new productive ways to
achieve the desired results (de Waal, 2008).As a head of school you focus on
equipping your teachers to do the right things. Only when people really
understand and internalize what the school aims for, will they use their energy
and focus to contribute to that mission. Therefore you need to provide people
freedom to act, a context where they can be creative, and create trust. And if
you get teams to cooperate based on this, you are up to something great. It is
not the task of the school head to take responsibility to become high
performing, it is the task of the school head to inspire employees to take that
journey. It is the way you use the energy of all those talented individuals
(David, leadership quotes, 2011).

6.4 Recommendations

The
following are the recommendations given by the researcher basing of the scores
as well as specific objectives of this research.

The
first objective was to determine the use of management quality in Catholic schools academic plans that influences students academic
achievement. 44% of the
respondents were agreed, which is less than ahalf of all respondents. The researcher
is recommending as follows;

School
Heads and the management should maintain trust relationships with teachers and
students  by valuing their loyalty,
treating them with respect, creating and maintaining individual relationships
with teachers and students, encouraging belief and trust in others. Head of
schools and the management should  work
with integrity and are a role model to others, because they are honest and
sincere, show commitment, enthusiasm and respect, have a strong set of ethics
and standards, are credible and consistent, maintain a sense of vulnerability
and are not self-complacent (Bart,eye for phama, 2015). They are decisive,
action-focused decision-makers, avoid over-analysis and propose decisions and
effective actions, while fostering action-taking by others (Bart,eye for phama,
2015). HPO Head of schools and the management coach and facilitate teachers and
students to achieve better results by being supportive, helping them,
protecting them from outside interference, and by being available to them (de
Waal, 2010). Management holds people responsible for results and is decisive
about non-performers by always focusing on the achievement of results,
maintaining clear accountability for performance, and making tough decisions. Head
of schools at an HPO develop an effective, confident and strong management
style by communicating the values and by making sure the strategy is known to
and embraced by all organizational members (Bart,eye for phama, 2015).

The
second objective was to evaluate the practices of openness and action orientation in Catholic schools. And 44% of the
respondents were agreed, the indication of this score is that the management is
not that much open to teachers and students. The way processes and strategies
conducted in the school is not known to teachers and students thats why the
score is less than ahalf. The following is the recommendation to school head as
suggested by the researcher;

School
management should value the opinion of teachers by frequently having dialogues
with them and involving them in all important plans and school processes. School
 management should allow mistakes by
permitting teachers to take risks, being prepared to take risks themselves, and
seeing mistakes as an opportunity to learn (bart, 2015).. In this respect, school
management welcomes and stimulates change by continuously striving for academic
achievement, developing dynamic managerial capabilities to enhance flexibility,
and being personally involved in change activities (de Waal, 2010).

The
third objective was to
assess the application of long-term
orientation of workforce that influences students academic
achievement. The
objective scored 49% of the respondents who agreed that the school applies
long-term commitment. The following is a recommendation proposed the the
researchert to school management.

long-term
gain is far more important than short-term profit. This long-term orientation
is extended to all stakeholders of the school, that is, teachers, students and
society at large (de Waal, 2010). School management should understand values,
building excellent relationships and having direct contact with teachers and
students, involving them in the school’s affairs, being responsive to them, and
focusing on continuously enhancing academic value (bart, 2015).  Management of an HPO is committed to the
school for the long haul by balancing common purpose with self-interest, and
teaching school members to put the needs of the school first (de Waal, 2010).
They grow new management from their own ranks by encouraging staff to become
leaders, filling positions with internal talents, and promoting from within. School
management should understand that an HPO creates a safe and secure workplace by
giving people a sense of safety (physical and mental) and job security and by
using dismissal as a last resort (Bart,eye for phama, 2015).

 

The
fourth objective was to determine the use of continuous improvement in Catholic
schools academic strategic plans for sustainable academic achievement. The
objective has been agreed by 43% of all respondents who said that, schools
apply and use continuous improvement strategies to achieve students academic
performance. The score is very low than needed and the following are the
recommendation suggested by the researcher;

School
management should understand that the process of continuous improvement starts
with an HPO adopting a unique strategy that will set the school apart by
developing many new alternatives to compensate for dying strategies. After
that, an HPO will do everything in its power to fulfill this unique strategy (de
Waal, 2010). It continuously simplifies, improves and aligns all its processes
to improve its ability to respond to events efficiently and effectively and to
eliminate unnecessary procedures, work, and information overload (Bart, 2015).  The school also measures and reports everything
that matters, so it measures progress, monitors goal fulfillment and confronts
the brutal facts. It reports these facts not only to management but to everyone
in the school, allowing all school members to access financial and
non-financial information needed to drive improvement (Bart, 2015).. School
management should understand that staffs at an HPO feel a moral obligation to
continuously strive for the best results (de Waal, 2010). The school
continuously innovates processes and services, constantly creating new sources
of competitive advantage by rapidly developing new processes and services to
respond to academic performance changes (Bart, eye for phama, 2015).

The
fifth objective of the study was to examine the application of quality of employees in Catholic schools to academic achievement. The results show that, 48% of all respondents were
agreed that, schools apply quality of employees in their respective schools.
The following are the recomendations suggested by the researcher;

School management should apply and adhere to the
maximum on
HPO because it makes sure that it assembles a diverse and complementary
workforce and recruits people with maximum flexibility to help detect problems
in teaching and learning processes and to incite creativity in solving them (Bart,eye
for phama, 2015).  An HPO continuously
works on the development of its workforce by training staff to be both
resilient and flexible, letting them learn from others by going into
partnerships with suppliers and customers, inspiring them to improve their
skills so they can accomplish extraordinary results, and holding them
responsible for their performances and with that encouraging them to be
creative in looking for new productive ways to achieve the desired results (Bart,
eye for phama, 2015).