6.3 focused not only on teaching and learning quality

6.3 Conclusions

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

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

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).

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)

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).

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).

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).