Public Secondary School Principals Research Articles

Teachers’ Perceptions on School Based Factors Influencing Boy-Child Drop-Out Rates and Intervention Strategies in Secondary Schools in Kenya

The Government of Kenya has introduced Free Primary Education (FPE) and Free Day Secondary Education (FDSE), many school going age boys have been dropping out of school. School drop-out for boys is a very serious issue not only in Kenya but in the whole world over. Although many studies have been carried out in other parts of Kenya, none has investigated the school based factors behind the increased dropout of the boy child in secondary education particularly in Kericho County. The main purpose of this study was to investigate the teachers perception on the influence of school-based factors on boy child dropouts, The objectives of the study were; to examine teachers’ perceptions on the influence of school-based factors on boy child dropout and to find out the intervention strategies put in place to curb the increasing boy child drop-out in public mixed day secondary schools in Kericho County. The study used the descriptive survey research design.. The study was guided by the Bronfenbrenner’s Biosystems Theory. The target population comprised 176 principals of public mixed day secondary schools and 210 form four class teachers totaling to 386. Multistage sampling was used during sampling whereby 121 schools were sampled to participate in the study. A sample of 121 principals and 136 form four class teachers were selected purposively. Data was collected using teacher questionnaires, interviews and document analysis. Qualitative data was analyzed thematically and reported in narrations. Quantitative data was analyzed using both descriptive and inferential statistics using the Statistical Package for Social Sciences (SPSS) version 24. The results of the study indicated that the school-based factors such as poor performance, teachers’ hostility, inadequate teaching and learning resources (F = 5.105, p < .05) influenced boy-child drop-out and the perceived interventions were confirmed. A regression analysis revealed that School based factors contributed 35.0% (R2 = .350) of the boys drop-out rates. The findings of the study can be used to provide useful information to the ministry of education policy makers on the implementation of workable strategies that can promote boys’ education. The results are significant to the teachers, parents and other stakeholders in addressing the factors that influence education retention among boys and ways of curbing the drop-out problem.

Stakeholders’ Participation as an Institutional Determinant of Strategic Plan Implementation in Public Secondary Schools in Kenya.

This study sought to investigate institutional determinants of strategic plan implementation in public secondary schools in Machakos County, Kenya. The study objective sought to determine the influence of the stakeholders’ participation in school development plans on strategic plan implementation. The study used Descriptive survey research design. The study targeted 351 public secondary school principals 1,404 class teachers, and 1,755 academic Heads of Departments from which a sample of 105 principals, 176 academic HoDs and 140 class teachers was derived. Stratified sampling technique was used to sample the respondents. A questionnaire and an interview guide were the data collection tools. Qualitative and quantitative data was collected. Descriptive and inferential statistics was used to analyses data. Data was presented by use of frequency distribution tables, and pie charts. Person’s product-moment correlation Coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was set at a 0.05 level of significance. This study may be significant to the school Board of Management members and policy makers in terms of know how skills on formulation, implementation and evaluation of strategic plans implementation in schools. This study found that stakeholder participation in school development plans have a positive and significant influence on the strategic plan implementation. Based on these findings, the study recommended that the stakeholders’ need to honor the invitation to take part in the school development plans in the strategic plan and in essence parents ought to be part and parcel in formulating the school strategic plan, and ensure the strategic plan implementation through school fees payment in time. Likewise Constituency Development Fund as stakeholders need to perform its duty in order to ensure adequate strategic plan implementation. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a positive coefficient of 0.2519 on stakeholder participation in school development plans was realized with a p-value of 0.000 indicating a statistically significant at the 0.05 level. Hence we reject the hypothesis that, stakeholder participation in school development plans has an effect on strategic plan implementation. This indicates that, stakeholder participation in school development plans does have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

Organizational culture and its relationship to organizational behavior among female secondary school teachers in Hafr Al-Batin

The study aimed to reveal the degree of female teachers’ awareness of organizational culture from the point of view of the principals of government secondary schools in Hafr Al-Batin, and to determine the statistical differences between the average grades of the study sample about the degree of female teachers’ awareness of organizational culture due to academic qualifications and years of service. It also aimed to determine the level of the organizational behavior of female teachers in these schools, and to reveal a statistically significant relationship at the level of significance (α ≥ 0.05) between organizational culture and the teachers' organizational behavior. To achieve the objectives of the study, the descriptive analytical method was used, and its sample consisted of all (45) principals of government secondary schools in Hafr Al-Batin. The study showed that the degree of female teachers’ awareness of organizational culture from the point of view of the principals of public secondary schools in Hafr Al-Batin was high (4.24). It also indicated that there were no statistically significant differences between the average scores of the sample members about the degree of female teachers’ awareness of organizational culture due to the variable of academic qualification or years of service. The results showed that the degree of practicing organizational behavior among female teachers is high (4.14), as well as innovation and creativity as dimensions related to the degree of organizational behavior practice, their organizational.

Boards of management resource management strategy and school development in west Pokot County

Schools as learning institutions have set goals and performance standards which they aspire to achieve and therefore school management becomes the key aspect through which these goals can be achieved for enhanced development. To meet these goals, the education act established Boards of Management of schools to steer schools into achieving the goals, however, despite this, there are disparities in school developments in terms of physical, human and infrastructural development a gap that this study sought to fill. This study therefore sought to establish the effect of Boards of Management resource management practices on school development in West Pokot County. The study was based on open systems theory in operationalizing the variables in the study. The target population was all the 120 principals of public secondary schools, 1800 BoM members, 1 County Director of Education and 4 Sub-County Directors of Education officers which totaled 1925. A suitable sample of 332 respondents was determined through the Yamane formula. The study applied mixed research approach with descriptive survey design. The study utilized simple random and purposive sampling techniques in identifying a suitable study sample of 332 respondents for data collection. Questionnaires and interview schedules were used to collect data. Reliability of the instruments was determined through a test-retest method and a Cronbach Alpha coefficient of at least 0.7 was computed, which was considered sufficient for use of the questionnaires in the actual study. The findings of the study were presented in tables and figures. The descriptive analysis observed a below average function of resource management in the county with all means from each sub construct of this variable being below average. Despite this, the ANOVA statistic found a positive association between resource management practices and school development with the probability value <0.05. The inferential statics revealed significant positive effect on school development 0.05 (r=.394, p=0.001) with R2 =.394 being 39.4% changes in school development explained by the resource management practices while 60.6% is captured in by the error term. The study concludes that there is a significant positive relationship between the Board of Management resource management and school development in West Pokot County. The study recommends that the Ministry of Education should develop a policy framework that would guide BoM members to undergo mandatory and comprehensive training on financial accounting, human resource and physical resource management.

Principal leadership styles as correlates of secondary school teachers work attitude in South Senatorial District of Edo State, Nigeria

The study investigated the relationship between principal leadership style and teachers work attitude. It adopted the descriptive survey. The population of the study consisted of 125 public secondary school principals and 1,523 teachers in the South Senatorial District of Edo State, Nigeria. Of the seven Local Government Areas, three were sampled for analysis while 175 teachers were sub-set of the study. Three research questions were raised. While one was answered directly, the other two were hypothesised. Descriptive statistics and Pearson moment correlation coefficient were used to analyse data. While 60% of respondents believe their principals used democratic leadership style, 25.6% of respondents believe their principals employ an autocratic leadership style whereas 18 teachers (14.4%) feel their principals are neither democratic nor autocratic but laissez-faire in their style of leadership. Thus, the study found that secondary school principals in sampled schools predominantly employed a democratic leadership style. Perhaps the newfound democratic governance in the country since 1999 may be influencing the democratic leadership disposition of the secondary school management. Suggestions were made to sustain the team spirit existing in the public secondary schools in the district.

Delocalization Process, Coping Mechanisms and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

The study was informed by the need to contribute in bridging the existing knowledge gap with regard to the relationship between delocalisation process, coping mechanisms and psychosocial wellbeing of delocalised Principals. Since inception of implementation of delocalisation of teachers by the Teachers Service Commission in Kenya, there has been increasing call for suspension or total scrapping of the policy. The call has been attributed to the perceived adverse effects of the policy on Principals wellbeing and ultimately the school communities. However, lack of empirical data on the extent to which implementation of the policy impacts the Principals limits discourse, thus the need of this study. A descriptive cross sectional survey study in which 277 delocalised Principals, 12 Education officials and 18 Union officials participated by answering self-report questionnaires. Data obtained was analysed descriptively and inferentially. Findings showed a significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals. The study also established that involvement of the delocalised Principals in religious activities; physical activities and seeking medical attention have a significant influence in the relationship between implementation of delocalisation and psychosocial wellbeing. It is therefore recommended that utilisation of such mechanisms be enhanced to better help the Principals cope.

Delocalisation and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

The Teachers Service Commission proposed and implemented Delocalisation policy among the teaching fraternity in Kenya since 2017 beginning with Principals of Secondary schools and Head teachers of Primary schools. Aimed at giving a national outlook to the management of educational institutions, enhancing cohesion and quality of their management, implementation of the policy has been met with mixed reactions. While proponents link it with improved institutional management, critics have proposed its scraping due to what they allege are its adverse impacts on especially the Principals are Head teachers. Especially said to be adversely affected are the psychosocial wellbeing of the delocalised Principals. This means that implementation of the policy could be adversely affecting the mental as well as the social health of the personnel. However, empirical literature that could directly link the adverse psychosocial effects to implementation of the policy is still limited. This study therefore set out to establish the relationship between delocalisation process and the psychosocial wellbeing of the Principals with a specific focus on Public secondary school Principals in selected Counties in Eastern region in Kenya. A descriptive cross sectional survey was formulated for the study. Data was collected from 277 delocalised Principals, 12 Education officials and 18 Union officials using questionnaires. Data obtained was analysed descriptively and inferentially to put forward recommendations. Findings showed a negative significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals implying adverse effect of the process on their psychosocial wellbeing. The relationship was found to be negatively stronger on older Principals compared to relatively younger ones. At the same time it was established that it was dependent on type of school, Principal delocalised to national and extra county schools having a more positive view on the process. It is therefore recommended that implementation of the process should be cautious approach to minimise its adverse effects.

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Although the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general.

Principals’ management of financial and non-financial resources as correlates of institutional goal fulfilment in secondary schools in calabar metropolis

This research examined the management of financial and non-financial resources by Calabar Metropolis’ public secondary school principals in relation to the fulfillment of institutional goals. Null hypotheses were developed based on the two specific objectives guiding the study. The study used the ex-post facto research design under the quantitative research framework. A census approach was adopted in enumerating all the 69 school managers (24 principals and 45 vice principals) in Calabar Metropolis, Nigeria. A validated questionnaire, with a reliability index of .90, was used for data collection. It was shown that there is a considerable association between the management of financial resources by school leaders and the fulfillment of institutional goals. A significant relationship was also established between principals’ management of non-financial resources (such as school libraries, school records and human resources) and the fulfillment of institutional goals in secondary schools. It is argued that to fulfil educational goals, financial and non-financial resources’ management in public secondary schools are critical. Policy and theoretical implications for successful educational management were discussed in light of this result.

Gender Variables and Management of Human Resources among Public Secondary School Principals in Delta State, Nigeria

This research principally examined gender variables and human resources management among male and female public secondary school principals in Delta State, Nigeria. The study was based on descriptive survey method which adopted the ex-post facto design. The population comprise 9361 teachers drawn from the 466 public secondary schools in Delta State. 936 teachers, representing 10% of the teachers, was the sample size using stratified random sampling technique with consideration to local government areas and senatorial districts in Delta State. The main instrument used, was a self, constructed questionnaire titled “gender variables and secondary school principals’ human resources management questionnaire (GVSSPHRMQ). The face and content validity was ascertained. The researchers employed the services of four well instructed field assistants to facilitate the process of data distribution and retrieval. Out of the 936 questionnaire administered, 934 were returned correctly filled. The data were analysed using descriptive statistics of mean scores and standard deviation for the research questions, while the t-test statistical tool was used to test the stated hypotheses at 0.05 level of significance. The acceptance and rejection bench mark for the mean was; 0-2.50 and 0-2.49 respectively. The findings which emerged include; the extent of some indices of gender variables on effective human resource management, among male and female public secondary school principals in Delta State and there was no significant difference between male and female secondary school principals’ views on the administrative task areas, and that gender variables influence in the management of human resources among public secondary school principals in Delta State, Nigeria.
 
 Received: 23 September 2021 / Accepted: 8 June 2022 / Published: 5 July 2022

Comparative study of leadership styles in public and private secondary schools in the COVID-19 era in ido local government area, Nigeria

This study compared the leadership styles of principals dominating in both public and private secondary schools in the COVID-19 era in the Ido Local Government Area of Ibadan, Oyo State, Nigeria. A descriptive research design was adopted. The population of the study consisted of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study was 1194. Using the Taro Yamane formula, a sample size of 306 respondents was sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; df= 301, p <0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; df= 301; p< 0.05). The study concluded that principals in schools have been proactive to overcome all the challenges facing education in the COVID-19 Era. Therefore, it is recommended that; principals in public secondary schools be transformational and digital in the COVID-19 Era.

Conflict Management Strategies of Principals in Resolving Students’ Conflict in Secondary School in Port Harcourt Metropolis

The study investigated the conflict management strategies of principals in resolving students’ conflict in secondary schools in Port Harcourt metropolis. The descriptive survey design was employed in the study. Two research question and two hypotheses were formulated to guide the study. A population of five hundred and sixteen (516) principals in public secondary schools in Port Harcourt metropolis were used for the study. The sampling techniques that were used were the fluid survey sample size method, simple random and stratified random sample techniques. The sample size of three hundred and twenty principals were drawn from the population of the study. The instrument for data collection was a questionnaire titled: Principal Conflict Management Strategies (PCMS). The statistical mean and standard deviation were used to answer the research questions, while the Independent t-test at 0.05 level of significance was used to test the hypotheses. The result showed that conflict management strategies of principals in resolving students’ conflict in secondary schools in Port Harcourt metropolis thus: The gender respondents did not matter as most of the handling strategies of students’ conflict hinged on contingencies and nature of conflict. Educational qualification of the principals in handling students’ conflicts did not play a major role since most of the respondents did not matter as most of the handling students’ conflict. The researcher recommended that principals should adopt the most optimal approach in handling students’ conflicts in order to forestall occurrences. Also, principals should from time to time he given a forum to share their experiences of how they handle conflicts of their teenagers or how such experiences bear in their handling of conflicts in their various schools.

The degree of school principals’ practice of distributive leadership and its relationship to achieving organizational excellence: An applied study in public secondary schools in the capital Amman governorate: درجة ممارسة مديري المدارس للقيادة التوزيعية وعلاقتها في تحقيق التميز التنظيمي: دراسة تطبيقية في المدارس الحكومية الثانوية في محافظة العاصمة عمان

The study aimed to identify the degree of distributive leadership practice by public secondary school principals in the capital Amman governorate and its relationship to their level of organizational excellence. The correlative descriptive approach was used. The researcher used the questionnaire as a tool for the study. The results showed that the degree of distributive leadership practice by public secondary school principals in the capital Amman governorate from the teachers’ point of view was high, with an arithmetic average of (4.20). Furthermore, the level of organizational excellence among public secondary school principals in the capital Amman governorate from the teachers’ point of view was high as well. With a mean of (4.25). The results also showed that there was of a positive, statistically significant, correlation between the degree of distributive leadership practiced by secondary government school principals in the Amman governorate and their level of organizational excellence. The study recommended encouraging school principals to practice distributive leadership for its clear impact on achieving excellence in school performance and achieving organizational excellence Moreover, the need for school principals to expand the powers of teachers and delegate them to carry out leadership tasks commensurate with their abilities and qualifications.

The Role of E-learning on Enhancing the Achievement from the Point of View of Secondary Schools’ Principal During the Corona Pandemic

هدفت هذه الدراسة إلى الكشف عن دور التعليم الإلكتروني في تحسين تحصيل الطلبة الدراسي من وجهة نظر مديري ومديرات المدارس الثانوية خلال جائحة كورونا، ولتحقيق أهداف الدراسة جرى الاعتماد على المنهج الوصفي التحليلي، وتكونت عينة الدراسة من (54) مديراً ومديرة من مدير المدارس الثانوية الحكومية في محافظة الزرقاء، وجرى جمع البيانات اللازمة باستخدام استبانة مكونة من (20) عبارة. وكشفت نتائج الدراسة أن تقييم عينة الدراسة لدور التعليم الإلكتروني في تحسين تحصيل الطلبة الدراسي كان منخفضاً وبمتوسط حسابي مقداره (2.26من5)، كما كشفت النتائج أنه لا توجد فروق دالة إحصائياً في المتوسطات الحسابية لتقييمات عينة الدراسة لدور التعليم الإلكتروني في تحسين تحصيل الطلبة الدراسي وفقاً لمتغير الجنس، وبناء على النتائج أوصت الباحثة بعقد دورات تدريبية في مجال التعليم الإلكتروني لكل من المدرسين والطلبة.

Principals Leadership Styles as Determinants of Teachers’ Job Performance in Public Secondary School in Delta North Senatorial District, Delta State.

The leadership style of principals was investigated as a driver of teacher job performance in public secondary schools in Delta North senatorial district of Delta State. The study's participants were 12,200 teachers from Delta North senatorial district's 166 public secondary schools. A sample of 240 teachers was chosen from this cohort using simple random selection. The study used two tools to gather data: The Leadership Style Questionnaires (LSQ) and the Teacher Job Performance Questionnaire (TJPQ). The study was guided by two research questions and two hypotheses. At the 0.05 level of significance, the data was analyzed using frequency and percentage for the research questions and the chi-square contingency table for the hypotheses. The democratic system was discovered to be effective and the most popular leadership style adopted by principals of public secondary schools in the district was style. In terms of teacher perceptions of work performance, there was no significant difference between male and female teachers. It was suggested that principals at these schools maintain a democratic leadership style. Autocratic and laissez-faire leadership styles should be avoided at all costs.

Communication Skills and Its Influence on Teacher Effectiveness

This study examined the relationship between communication skills and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The study used a survey-type descriptive research design. All teachers and principals of public secondary schools in Ekiti State, Nigeria, were included in the population. The sample for the study was 330 respondents which comprised 300 students and 30 principals selected from 30 secondary schools through simple random sampling technique. The study employed two self-designed questionnaires, the

Moderating Influence of Principal Financial Management Skills on the Relationship Between Selected School Characteristics and Cost Efficiency Among Public Secondary Schools in Bomet County, Kenya

Public secondary schools in Kenya are expected to operate at affordable and sustainable costs. Despite this expectation, the cost of education in relative terms in most public secondary schools in Bomet County is still high. This may be an indicator that public schools are cost inefficient in their operations. The purpose of this study was to investigate the moderating influence of financial management skills on the influence of selected school characteristics on cost efficiency of public secondary schools in Bomet County, Kenya. The target population was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. A sample of one hundred and seventy-five principals was selected using stratified and simple random sampling techniques. A semi-structured questionnaire was used to gather data from the principals and an interview schedule was used to solicit data from the Sub-county Directors of Education. The Content Validity Index was used to check for validity, and it found that all variables had an S-CVI of greater than 0.9, indicating that they were all valid and could be used in the study. All variables had Cronbach alpha coefficients of greater than 0.7, indicating that the variables were internally reliable enough to be used in the study. The data was analysed and summarized using descriptive statistics, such as frequencies, means, and standard deviations. To test the hypotheses, the researchers employed a moderated multiple linear regression analysis in inferential statistics to see how well financial management skills had a moderating effect on the influence of selected school characteristics on cost efficiency of public secondary schools in Bomet County, Kenya. Statistical operations on data analysis were performed using the Statistical Packages for Social Sciences (SPSS) statistics software. The study concluded that financial management skills did not have moderating influence on the relationship between selected school characteristics and cost efficiency of public secondary schools in Bomet County. This was linked to low financial management abilities of the stakeholders, which were characterized by poor financial mobilization skills of school alumni and school administrators. According to the study, the ministry of education should invest in capacity building for school administrators on financial management in order to improve cost efficiency in public secondary schools in Bomet County. School administrators, in particular, require capacity building in order to enhance skills on school resource mobilization. This could create appropriate resources to keep the schools running optimally in terms of cost. Keywords: Cost Efficiency, Public Secondary Schools, principal financial management skills DOI: 10.7176/JEP/13-4-02 Publication date: February 28 th 2022

Leadership patterns among public school principals and their relationship to the degree of improved job satisfaction from the point of view of teachers in Jordan: الأنماط القيادية السائدة لدى مديري المدارس الحكومية وعلاقتها بدرجة تحسين الرضا الوظيفي من وجهة نظر المعلمين في الأردن

The study aimed to identify the leadership patterns prevailing among the principals of public secondary schools in the University/ Capital Brigade of Amman and their relationship to improving the level of job satisfaction among employees. The link and resolution survey descriptive approach was used as a study tool, whose sincerity and stability were confirmed. The sample was made up of 323 employees and employees of the State High Schools Brigade of the University/ Capital Amman for the 2021/ 2020 academic year selected in a random class manner. The results showed the prevailing leadership patterns in the following descending order (democratic leadership, positional leadership, autocratic leadership, strategic leadership, lenient leadership) , job satisfaction may provide satisfaction with the style of leadership and supervision well and showed satisfaction with the working environment to a moderate degree, and a strong positive relationship of job satisfaction with democratic leadership, positional leadership and strategic leadership, while the relationship of job satisfaction with the autocratic and lenient leadership was a negative relationship In addition, there are no statistically significant differences at the function level (α≤0.05) due to the variable of scientific qualification, and there are statistically significant differences at the function level (α≤0.05) due to the gender and age variables, the most prominent recommendations were the implementation of training programs to raise the awareness of leaders in leadership patterns, inform school principals of successful global experiences in order to follow up on developments and apply what is appropriate to us to maximize the benefit of educational outcomes, and continue to issue moral incentives to teachers.

INFLUENCE OF SCHOOL LOCATION ON COST EFFICIENCY IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Kenyan public secondary schools are intended to run at a cost that is both cheap and sustainable. Despite this, the cost of education in most public secondary schools in Bomet County is still high in relative terms. This could indicate that public schools are operating inefficiently in terms of costs. The purpose of this study was to investigate the influence of school location on cost efficiency in public secondary schools in Bomet County, Kenya. The target population of the study was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. Using stratified and simple random sampling approaches, a sample of 175 principals was chosen. The data was collected from the principals using a semi-structured questionnaire, and the data from the Sub-county Directors of Education was collected using an interview schedule. The data was collected from the principals using a semi-structured questionnaire, and the data from the Sub-county Directors of Education was collected using an interview schedule. The Content Validity Index was used to check for validity, and it found that all variables had an S-CVI of greater than 0.9, indicating that they were all valid and could be used in the study. All variables had Cronbach alpha coefficients of greater than 0.7, indicating that the variables were internally reliable enough to be used in the study. The data was analyzed and summarized using descriptive statistics, such as frequencies, means, and standard deviations. To test the hypotheses, the researchers employed simple linear regression analysis in inferential statistics to see how well school location could predict cost efficiency. Statistical operations on data analysis were performed using the Statistical Packages for Social Sciences (SPSS) statistics software. The influence of the school location on the cost efficiency in public secondary schools was examined using nine indicators. These indicators included the effects of school location on diverse expenses such as water services provision, electricity services provision, food supplies, administration cost, extracurricular activities, access to workshops and seminars, external support services, transportation costs, and missing on the cost-saving opportunities. The study results indicated that the respondents indicated that the school incurred huge expenses on water bills, and food supplies to a very small extent. The study also concluded on the presence of a statistically significant influence of school location on the cost efficiency of public secondary schools in Bomet County. These results were attributed to higher operational costs associated with their geographical remoteness and sparsely populated schools, which were then not able to benefit from economies of scale in their operations.

IS SCHOOL CATEGORY A PREDICTOR OF PERFORMANCE CONTRACTING TARGETS IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA?

In order to improve the quality education in Kenya, Teachers Service Commission (TSC) embraced Result Based Management Approach, which involves Performance contracting for heads of primary and secondary schools. This study sought to establish the effect of school category on attainment of Performance Contracting targets by secondary school principals in Kakamega County. The study used descriptive survey research design. The study population comprised of 358 principals of public secondary schools in Kakamega County. Stratified, proportionate and random sampling techniques were used to select a sample of 126 respondents. Data was collected using a questionnaire form the school principals. Research instruments were validated using face and content validity while reliability was determined using spilt-half test technique at r= 0.8. Data was analyzed descriptively using means and percentages; and inferentially using multiple linear regression by aid of Stata version 12. Inferences were made at 0.05 level of significance on a two-tailed test. Data was analyzed and presented inform of tables. The findings of the study showed a statistically significant relationship between school category and in particular day schools with mean attainment of performance contracting targets in public secondary schools in Kakamega County. Day schools predicted – 5.475 points low in mean attainment of performance contracting targets. The findings conclude that school category affect the attainment of performance contracting targets.