Dr. Ongesa Tom Nyamboga
Lecturer, Kampala International University
DOI : https://doi.org/10.47191/ijmra/v7-i03-65Google Scholar Download Pdf
ABSTRACT:
Non-academic staff contribute significantly to the effective functioning of universities across the globe, supporting the institution's mission of education, research, and service to society. Their roles are diverse and essential, helping to create a supportive and conducive environment for academic excellence and student success. Their performance is aligned with broader national development priorities and the global agenda set forth by the SDGs. Their contributions are essential for advancing education, fostering innovation, promoting sustainable development, and building inclusive societies. By recognizing and supporting the role of non-academic staff, governments and institutions can better harness their potential to contribute to positive social, economic, and environmental outcomes. By facilitating access to quality education, they help build the knowledge and skills necessary for individuals to participate effectively in society and contribute to economic development. Unlike academic staff, whose work is more closely tied to research and teaching, the roles of non-academic staff, may not always be as directly connected to the core mission of the institution. This disconnect has led to several challenges that demotivate the work of non-teaching staffs. The purpose of this study was to examine the extent to which employee recognition strategy has influenced the performance of non-academic staff in the UOE, in Kenya. The study based on a quantitative research approach and underpinned by Maslow Theory of Motivation. The researcher used a correlational research design to establish the relationship between the study variables. The target population of this study comprised all the 208 permanent non-teaching staff in the university of Eldoret from which 137 were picked as sample size of the study Yamane formula. Stratified random sampling and simple random samplings were used to select respondents for the study. The study used structured self-administered questionnaires as its main primary data collection tool. Descriptive and inferential statistics were used to analyze data with the aid of the Statistical Package for Social Sciences (SPSS) version 25. Descriptive statistics included percentages, frequencies, mean and standard deviation. Inferentially, regression analysis was applied to get the changes in dependent variable caused by the influence of independent variables. Analyzed data was presented in form of tables, suitable graphs based on the APA format. The study results revealed that there was positive linear effect of influence of recognition on employee’s performance (β1=0.798, p=0.000 < 0.05). The study concluded that there is a significant relationship between recognition and performance of non-academic staff in the University of Eldoret.
KEYWORDS:Recognition, Performance, Non-teaching staff, University, Strategy.
REFERENCES1) Antiado, D. F. A., Castillo, F. G., Reblando, J. R. P., & Tawadrous, M. I. (2020). Managing professional development activities for non-teaching staff: For professional growth. Universal Journal of Educational Research, 8(7), 3280-3285.
2) Bokil, T. M., Kulkarni, V. D., & Joshi, M. (2022). Factors Affecting Job Performance of Non-Teaching Staff in Higher Education Institutes in Maharashtra. Webology, 19(2).
3) Buyondo, H. (2023)The Effect of Motivation On Employee Performance Of Universities In Uganda. GSJ: Volume 11, Issue 5, May 2023.GSJ: Volume 11, Issue
4) Casis-Woidyla, R. (2020). Getting to the heart of professional development and employee engagement among non-teaching personnel in higher education: An appreciative inquiry into the influential role of a staff development center.
5) Garaba, A. (2022). Non-teaching staff in the education system of Tanzania: A review paper on training practices and service delivery. International Journal of Scientific Research and Management (IJSRM), 10(05), 2368-2376.
6) Gupta, S. (2008). Statistical Methods. Sultan Chand &Sons Publishers, New Delhi
7) Harshé, R. (2022). Managing a university in transition: Opportunities and challenges. Reclaiming Public Universities, 164-181.
8) Ireri, A. W. (2021). Influence of Professional Development on Career Growth of Senior Non-teaching Staff in Public Universities in Kenya: a Case of the University of Nairobi (Doctoral dissertation, University of Nairobi).
9) Juusola, H. (2020). Perspectives on Quality of Higher Education in the Context of Finnish Education Export.
10) Kereto, S. (2021). Perceptions of University Managers on The Influence of Organizational Structures on Quality of Institutional Management in Public and Private Universities in Kenya (Doctoral dissertation, Egerton University).
11) Klausen, S. H., Engelsen, S., Nyman-Kurkiala, P., & Hemberg, J. (2024). Fostering wellbeing competence through cross curricular teaching: Wellbeing and skills for life. In Developing a Didactic Framework Across and Beyond School Subjects (pp. 87-105). Routledge.
12) Lupeja, T., & Komba, S. (2021). Implementation of competence-based curriculum in the context of colonial education system in Tanzania.
13) Majekodunmi, A. S. (2022). Strategic Human Resource Management Practices and Job Satisfaction of Non-Teaching Staff in Public Universities in Lagos State (Doctoral dissertation, Kwara State University (Nigeria)).
14) Manalo, M. C., &Apat, E. J. C. (2021). Motivational Factors and its Influence on the Job Performance of Non-academic Staff in a University. International Journal of Academe and Industry Research, 2(3), 48-63.
15) Matovu, K. Z. (2023). Motivation And Performance of Staff in Universities in Uganda.international Journal for Multidisciplinary Research (IJFMR)Volume 5, Issue 3
16) Mbuthia R. N. (2016). Effect of Recognition on Work Commitment by Non-Teaching Staff in Public University in Kenya. ResearchGate
17) Mittal, P. (2023). Student support system in India. In Financing of Higher Education: Traditional Approaches and Innovative Strategies (pp. 229-246). Singapore: Springer Nature Singapore.
18) Mugenda, O.M. & Mugenda, A.G. (2003). Research Methods: Quantitative and Qualitative Approaches. Act Press, Nairobi
19) Mugizi W., Abeera, O. K. Ogaga, D. Kanyesigye, J. (2020). Rewards and Work Engagement of Non-Academic Staff: A Case of a Public University in Uganda. East African Journal of Education and Social Sciences 1(1):79-88
20) Mulat, S. T., & Ravi, J. (2021). Impact of Leadership Problems on The Implementation of Human Resource Management Functions in Private Higher Learning Institutes, Shashemene, Ethiopia.
21) Ngozi C. U. and Ayokunle E. F. (2023). Recognition and Mentorship as Contributors to Retention in Academia: A Case of Non-Teaching Staff of Universities in Ogun State, Nigeria. The international journal of humanities & social studies, vol 11 issue 8
22) Njoya, N.D.(2017). The Effects of Rewards and Recognition on Employee Performance in Public Educational Institutions: A Case of Kenyatta University, Kenya. Global Journal of Management and Business Research
23) Okon, M.G.D., Nsikan, E. J. and Orok, I. (2023). Employee Well-Being: Recognition and Non-Academic Staff Performance in Select Federal Universities, South-South Geo-Political Zone, Nigeria.Global Journal of Human Resource Management Vol.11, No.1, pp 13-26
24) Okotoni, O., &Kugbayi, O. (2024). Conflict between academic staff and non-teaching staff in Nigerian Universities: causes and consequences. Higher Education, 1-17.
25) Olatunde, O. H. (2017). Influence Of Recognition and Advancement on The Performance of Administrative Staff of Public Universities in The North Central Zone of Nigeria
26) Ostinelli, G., & Crescentini, A. (2024). Policy, culture and practice in teacher professional development in five European countries. A comparative analysis. Professional development in education, 50(1), 74-90.
27) Paschal, M. J., &Mkulu, D. G. (2021). The Contribution of Private Sector in the provision of Higher Education in Tanzania: Growth and Challenges.
28) Pathak, D. (2022). Evaluating the effectiveness of UGC's policy to prevent sexual harassment: A systematic review. Artha Journal of Social Sciences, 21(1), 43-68.
29) RyanSheehan, H. (2023). Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools. Irish Educational Studies, 42(4), 507-526.
30) Serem, C. C., &Ongesa, T. (2023). Opportunity for advancement strategy on performance of non-academic staff in the university of Eldoret, Kenya. Reviewed Journal International of Business Management [ISSN 2663-127X], 4(1), 516-529.
31) Suryo, A. (2017). The Effects of Rewards and Recognition on Employee Performance in Public Educational Institutions: A Case of Kenyatta University, Kenya .Global Journal of Management and Business Research: Administration and Management
32) Tapanila, K., Siivonen, P., & Filander, K. (2020). Academics’ social positioning towards the restructured management system in Finnish universities. Studies in Higher Education, 45(1), 117-128.
33) Tapanila, K., Siivonen, P., & Filander, K. (2020). Academics’ social positioning towards the restructured management system in Finnish universities. Studies in Higher Education, 45(1), 117-128.
34) Wambui, N. M. (2022). Employee Engagement and Performance of Non-Academic Staff in Selected Public Universities in Kenya
35) Wambui, N. M. (2022). Employee Engagement and Performance of Non-Academic Staff in Selected Public Universities in Kenya.
36) Woldegiorgis, E. T. (2021). Decolonising a higher education system which has never been colonised’. Educational Philosophy and Theory, 53(9), 894-906.
37) Yimam, M. H. (2022). Impact of training on employee’s performance: A case study of Bahir Dar university, Ethiopia. Cogent Education, 9(1), 2107301
Volume 07 Issue 03 March 2024
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 12 (December 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 December 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.