6.3 and trust to one another. So if

6.3 ConclusionsItbe said that, The applicability of high performance organization framework tothese schools toward students academic achievement was 48% of all respondents.The score is very low which indicates that even if these schools could be seenperforming somehow good in regionwise but in nationwise they still struggling, andits because of their less application of HPO framework to their school plansand processes. For them to become very strong competitors nationwise theyshould clearly adop these HPOframework.

The school managemnet has to work veryhard to make sure that they apply and take seriously all HPO framework factors.School management are advised to carry out HPOFramework to their managementstyle.Thefollowing are the suggestions of this study based on the specific objectivesidentified in the study;Thefirst specific objective was to determine the use of management quality inCatholic schools academic plans that influences students academic achievement.

As it has been seen that 44% of all respondents agreed that catholics schoolsadhered principles of management quality in running their schools, theindication of this score is that people do not convinced with the way theseschools are managed or runned. School managers and School heads should makesure that Quality management ensures school teaching and learning processesare well planned and controlled so that they can facilitate academic achievementto students. Quality management, therefore, uses quality assurance and controlof processes to achieve more consistent qualityin teaching and learning process (Rose, 2005).

Under quality management, headsof schools learn their duties and responsibilities and take on leardership and oversightto help teachers and students to achieve goals and objectives agreed Thesecond objective was to evaluate the practices of openness and actionorientation in Catholic schools . 44% of respondents agreed that catholicsschools practices openness and action orientation. The practice of openness andorientation in schools management is important because research has shown thatorganizational boundaries (i.e.

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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 memberstaff feels honesty and trust to one another. So if school heads or managers donot pay their attention to regular information sharing and exchange ofexperiences with teachers and students, they run the risk that their schoolsturn into a conflict place.

Talking or sharing informatiom will cater the needof people becoming unknowing of what is taking place in the school. Schoolheads get together to talk about processes that should be common, common problemsthat they might have, common strategies they might be pursuing, and in that waythey are creating good working environment (Zaleznik, 2004)Furthermore,the third specific objective was to assess the application of long-termorientation of workforce that influences students academic achievement. In thisspecific objective 49% of respondents agreed that catholic schools apply long-termcommittment of workforce. In an HPO, long-term committment gain is far moreimportant than short-term profit. This long-term orientation is extended to allhead of schools, teachers and the school community (de Waal, 2008). Staffs thathave long term solid likely to know and understand each other because timemakes people to know and understand their differences and similarities. Havinglong term commitment will promotes knowledge and skills, trust and duties commitmentto both teachers and the management.

People who sticking together for long timelikelihhod to perform greater and excellent than those of part time. This alsowill create a good environment to both teachers and management, neitherteachers will think to leave the job nor management will think to terminate thecontract. So long term commitment has a huge outcomes in performance.Thefourth specific objective was to determine the use of continuous improvement inCatholic schools academic strategic plans for sustainable academic achievement.The process of continuous improvement and renewal starts with an HPO adopting aunique strategy that will set the company apart by developing many newalternatives to compensate for dying strategies (de Waal, 2008). The process ofcontinuous improvement is an important factor for the school to invest on.

Every time heads of schools should make sure that the school is updating itsstrategies and processes. For examples, syllabus, scheme of works and lessonplans. Continuing improving teaching strategies and processes will stimulateand promote students academic achievement. School heads are advised to make areview everytime to see if a certain part needs improvement.Thelast specific objective of this stuy was to examine the application of qualityof employees in Catholic schools to academic achievement. An HPO makes sure itassembles a diverse and complementary workforce and recruits people withmaximum flexibility to help detect problems in teaching and learning processesand to incite creativity in solving them (de Waal, 2008). The process ofrecruiting teachers and other staffs is different from one school to anotherschool and this is because schools lack professional practioners who areknowledgable in recruitment.

Experiences indicate that mostly school heads usetraditional and probabilities process on hiring. The application of qualityteachers in teaching and learning process promotes well understanding tostudents and enhance students academic achievement. Schools perform well whenhave good teachers who know how to deliver and impart knowledge to students.School heads are advised to be keen while interviewing their prosepectiveteachers. It takes time to trust a teacher, the head can wait untill theteacher has a product.

6.4 RecommendationsThefollowing are the recommendations given by the researcher basing of the scoresas well as specific objectives of this research.Thefirst objective was to determine the use of management quality in Catholic schools academic plans that influences students academicachievement. 44% of therespondents were agreed, which is less than ahalf of all respondents. The researcheris recommending as follows;Management, school heads, teachers, parents andstudents should have a common goal amongst. Having common goal will createunity and solidarity in the teaching and learning process. The school head willbe feel to commuincate to teachers, parents and students as well as teacherswill be very open to management, parents and students.

Students also willlikely look their teachers as guardians and will be free to communicate theirchallenges.Head of schools, management and teachers should berole models to students. Students need people who can show them the right patheverytime when they interact. Showing commitment, respect and help to them willincrease their understanding and promotes academic achievement.Head of schools and the management should lookteachers as professionals and experts to their respective subjects. Teachersneed respect from the management. They need to be respected, trusted and paidaccordingly. They should be given priority and consulted to any programestablished because are the ones facilitate learning and teaching in theschool.

They should be coached and trained to avoid them becoming outdated andthis will help to achieve better and desired academic results in the school.Lastly but not least, the management should be veryresponsible and strict to teachers who do not fulfill their duties accordingly,non-performers teachers should also be asked to give comments why they do notperform well in their subjects. By doing that schools will likely alert theirteachers everytime but also it will promote academic achievement.

Thesecond objective was to evaluate the practices of openness and action orientation in Catholic schools. And 44% of therespondents were agreed, the indication of this score is that the management isnot that much open to teachers and students. The way processes and strategiesconducted in the school is not known to teachers and students thats why thescore is less than ahalf. The following is the recommendations to school headsas suggested by the researcher;Schoolmanagement, head of schools and teachers should frequently having communication.They should communicate from the beginning especially during school openingthis will help to clear any misunderstanding that can arise due to lack ofcommunication.

They should communicate about the plans, strategies and resultsobtained. School management should allow teachers to take their challenges andsee those challenges as a lesson.Schoolmanagement and school heads should allow teachers to stimulate changes inteaching and learning processes, the change initiated by teachers cancontinuously improve academic achievement and develop teachers awareness inteaching and learning.Thethird objective was toassess the application of long-termorientation of workforce that influences students academicachievement. Theobjective scored 49% of the respondents who agreed that the school applieslong-term commitment. The following is a recommendation proposed the theresearchert to school management. School management and school headsshould make sure that they hold their talented teachers who always striving forbetter academic achievement. They should know that those kind of teachers arenot easly available in job market.

Teachers of that caliber  should be treated in the manner that make themfeel to stay longer and deliver expected services. Long-term stay is betterthan short-term because learning and experience depend on the time spent.School management should understandvalues, building excellent relationships and having direct contact withteachers and students, involving them in the school’saffairs, being responsive to them, and focusing on continuously enhancing academicvalue (Bart, 2015).  Thefourth objective was to determine the use of continuous improvement in Catholicschools academic strategic plans for sustainable academic achievement.

Theobjective has been agreed by 43% of all respondents who said that, schoolsapply and use continuous improvement strategies to achieve students academicperformance. The score is very low than needed and the following are therecommendation suggested by the researcher;Schoolmanagement should understand that the process of continuous improvement startswith an HPO adopting a unique strategy that will set the school apart bydeveloping many new alternatives to compensate for dying strategies. Afterthat, an HPO will do everything in its power to fulfill this unique strategy(de Waal, 2010).Theschool also measures and reports everything that matters, so it measuresprogress, monitors goal fulfillment and confronts the brutal facts. It reportsthese facts not only to management but to everyone in the school, allowing all schoolmembers to access financial and non-financial information needed to driveimprovement.Theschool continuously innovates processes and services, constantly creating newsources of competitive advantage by rapidly developing new processes andservices to respond to academic performance changes.Thefifth 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 wereagreed 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 themaximum onHPO because it makes sure that it assembles a diverse and complementaryworkforce and recruits people with maximum flexibility to help detect problemsin teaching and learning processes and to incite creativity in solving them (Bart,2015).Schoolmanagement should always works on the development of its teachers by givingthem relevant training that inturn will help teachers to be current but alsoletting them learn from others. Giving teachers an extra study will improvetheir teaching skills but also will make them to be the master of the teachingsubject(s). They will be ready to take other responsibilities and accomplishextraordinary results and become creative in teaching and learning.

6.5  Direction for Further ResearchesAsthe results reached suggest there is a great important to conduct furtherstudies on this areas once more. Other researchers have a room to further findand test the applicability of high performance organization framework towardstudents academic achievement in Tanzanian schools, so that they may determinethe level of academic performance versus the applicability of HPO framework.The researcher is suggesting that this study can be conducted after five yearsand the finding will be compared from the result of this findings and will identifyclearly if there are some improvement after the school management work therecommendations given the researcher.