6.3 and trust to one another. So if

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 or runned. School managers and School heads should make
sure that Quality management ensures school teaching and learning processes
are well planned and controlled so that they can facilitate academic achievement
to students. Quality management, therefore, uses quality assurance and control
of processes to achieve more consistent quality
in teaching and learning process (Rose, 2005). Under quality management, heads
of schools learn their duties and responsibilities and take on leardership and oversight
to help teachers and students to achieve goals and objectives agreed

The
second objective was to evaluate the practices of openness and action
orientation in Catholic schools . 44% of respondents 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). People who work together or interact everyday (some hours)
need to have openness between them. The importance of this is that a member
staff feels honesty and trust to one another. So if school heads or managers do
not pay their attention to regular information sharing and exchange of
experiences with teachers and students, they run the risk that their schools
turn into a conflict place. Talking or sharing informatiom will cater the need
of people becoming unknowing of what is taking place in the school. 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). Staffs that
have long term solid likely to know and understand each other because time
makes people to know and understand their differences and similarities. Having
long term commitment will promotes knowledge and skills, trust and duties commitment
to both teachers and the management. People who sticking together for long time
likelihhod to perform greater and excellent than those of part time. This also
will create a good environment to both teachers and management, neither
teachers will think to leave the job nor management will think to terminate the
contract. So long term commitment has a huge outcomes in performance.

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). The process of
continuous improvement is an important factor for the school to invest on.
Every time heads of schools should make sure that the school is updating its
strategies and processes. For examples, syllabus, scheme of works and lesson
plans. Continuing improving teaching strategies and processes will stimulate
and promote students academic achievement. School heads are advised to make a
review everytime to see if a certain part needs improvement.

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). The process of
recruiting teachers and other staffs is different from one school to another
school and this is because schools lack professional practioners who are
knowledgable in recruitment. Experiences indicate that mostly school heads use
traditional and probabilities process on hiring. The application of quality
teachers in teaching and learning process promotes well understanding to
students and enhance students academic achievement. Schools perform well when
have good teachers who know how to deliver and impart knowledge to students.
School heads are advised to be keen while interviewing their prosepective
teachers. It takes time to trust a teacher, the head can wait untill the
teacher has a product.

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;

Management, school heads, teachers, parents and
students should have a common goal amongst. Having common goal will create
unity and solidarity in the teaching and learning process. The school head will
be feel to commuincate to teachers, parents and students as well as teachers
will be very open to management, parents and students. Students also will
likely look their teachers as guardians and will be free to communicate their
challenges.

Head of schools, management and teachers should be
role models to students. Students need people who can show them the right path
everytime when they interact. Showing commitment, respect and help to them will
increase their understanding and promotes academic achievement.

Head of schools and the management should look
teachers as professionals and experts to their respective subjects. Teachers
need respect from the management. They need to be respected, trusted and paid
accordingly. They should be given priority and consulted to any program
established because are the ones facilitate learning and teaching in the
school. They should be coached and trained to avoid them becoming outdated and
this will help to achieve better and desired academic results in the school.

Lastly but not least, the management should be very
responsible and strict to teachers who do not fulfill their duties accordingly,
non-performers teachers should also be asked to give comments why they do not
perform well in their subjects. By doing that schools will likely alert their
teachers everytime but also it will promote academic achievement.

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 recommendations to school heads
as suggested by the researcher;

School
management, head of schools and teachers should frequently having communication.
They should communicate from the beginning especially during school opening
this will help to clear any misunderstanding that can arise due to lack of
communication. They should communicate about the plans, strategies and results
obtained. School management should allow teachers to take their challenges and
see those challenges as a lesson.

School
management and school heads should allow teachers to stimulate changes in
teaching and learning processes, the change initiated by teachers can
continuously improve academic achievement and develop teachers awareness in
teaching and learning.

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.

 

School management and school heads
should make sure that they hold their talented teachers who always striving for
better academic achievement. They should know that those kind of teachers are
not easly available in job market. Teachers of that caliber  should be treated in the manner that make them
feel to stay longer and deliver expected services. Long-term stay is better
than short-term because learning and experience depend on the time spent.

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).  

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).

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.

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.

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,
2015).

School
management should always works on the development of its teachers by giving
them relevant training that inturn will help teachers to be current but also
letting them learn from others. Giving teachers an extra study will improve
their teaching skills but also will make them to be the master of the teaching
subject(s). They will be ready to take other responsibilities and accomplish
extraordinary results and become creative in teaching and learning.

6.5  Direction for Further Researches

As
the results reached suggest there is a great important to conduct further
studies on this areas once more. Other researchers have a room to further find
and test the applicability of high performance organization framework toward
students academic achievement in Tanzanian schools, so that they may determine
the level of academic performance versus the applicability of HPO framework.
The researcher is suggesting that this study can be conducted after five years
and the finding will be compared from the result of this findings and will identify
clearly if there are some improvement after the school management work the
recommendations given the researcher.