Public Secondary Schools In Kenya Research Articles

Principal’s Involvement of Parents in Student’s Discipline; Assessing its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

Teenage pregnancy remains a persistent global crisis that profoundly affects the socio-economic wellbeing of nations, citizens and families. The purpose of this study was to assess the relationship between principals’ involvement of parents in students discipline and teenage pregnancy in public secondary schools in Kenya. The article is an extract of a study done in public secondary schools in Machakos County, Kenya. The study was guided by the social learning theory postulated by Albert Bandura. The research utilized a descriptive research design. The research target population comprised of 360 principals, 360 Heads of Department (HoDs) Guidance and Counseling (G&C), 360 Parent Association (PA) chairpersons and, 103,517 students. The study sample size was 450 comprising of 189 principals, 189 HoDs G&C, 36 PA chairpersons and 36 FGD. Questionnaires were used to collect data from the principal’s and HoDs G&C. Interview schedules collected data from the PA chairperson while Focused Group Discussions (FGD) collected data from form three students. Data was analyzed using SPSS software version 25.The correlational analysis findings from the principal and HoDs G&C responses showed a positive and significant relationship between principal’s engagement of parents in student’s discipline and teenage pregnancy (rp =.379 & rh = 0.564; p≤ .01). The study concludes that involving parents enhances learner discipline and can help curb cases of teenage pregnancies. The study recommended that PAs should work collaboratively with principals to make sure that parents are engaged in all matters affecting their children.

Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya

This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

Effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya

In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.

Resources Allocation as an Institutional Determinant of Strategic Plan Implementation in Public Secondary Schools in Kenya.

The study sought to examine the influence of school resource allocation on Strategic plan implementation. The study used a descriptive survey research design. The study targeted 351 public secondary schools, 351 public school principals, 1,404 class teachers and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Heads of Departments and 140 class teachers were derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze data. Data was presented by used of frequency distribution tables and pie charts. Pearson’s product moment correlation coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This may be significant to the school Board of Management policy makers in terms of know-how skills formulation, implementation and evaluation of strategic plan. This study found that resource allocation does not influence strategic plan implementation. Based on these findings, the study recommends that; the Government need to provide enough funds at the right time to finance the implementation of the schools’ strategic plan and to ensure schools have enough physical resources, enough human resources, and adequate learning resources. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a negative coefficient of -0.0168 on resource allocation was realized with a p-value of 0.714 which was not statistically significant at the 0.05 level. . Hence we fail to reject the hypothesis that, resource allocation has no effect on strategic plan implementation. This indicates that, resource allocation does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

Trauma Informed Interventions and Academic Adjustment among Adolescent Students in Public Secondary Schools in Kenya

Globally, the problem of escalating incidences of trauma among adolescents has adversely affected their physical, behavioral, emotional and psychological functioning hence impairing their quality and ability to adjust in school. The purpose of this study was to establish the effectiveness of trauma informed interventions and academic adjustment among adolescents in public secondary schools in Kisii County. This study employed an explanatory sequential mixed method design. The study targeted a population of 1100 students from which 275 students were sampled through simple random and purposive sampling technique. Data were collected using self-administered questionnaires, Focused Group Discussions, in-depth interviews and academic adjustment scale. Both descriptive and inferential techniques were employed to analyze quantitative data. The qualitative data were analyzed thematically. The results from Pearson Correlation coefficient affirmed a positive statistically significant nexus (n=.732, n= 275, p<.0.05) between trauma informed interventions and academic adjustment. The qualitative data findings further affirmed that trauma informed interventions enhance academic adjustment and resilience among adolescents. The study concluded that effective adoption of trauma informed interventions are critical in coping with academic adjustment levels among adolescents.

How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya

The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools

An Investigation of the Causes of Conflicts between Teaching Staff and Principals in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Communication is the nervous system of an organisation, and its success depends very much upon the coordinated efforts of people working at different levels to achieve a common goal. Conflict, on the other hand, is an expression of hostility, antagonism and misunderstanding between the staff members. Most of these conflicts occur in secondary schools, middle-level colleges, and tertiary institutions MOE (2002). The Ministry of Education report indicates that in spite of the government policies put in place, there has been an upsurge of unrest in schools, together with strikes by teachers and high rates of transfers of principals and teachers in the recent past. This paper investigates the causes of conflicts between teaching staff and principals in public secondary schools in Kenya. This study was carried out in Rachuonyo South Sub County in Homabay County, Kenya. The objective of the study was to investigate the causes of conflicts between teaching staff and principals in public secondary schools in Rachuonyo South Sub-County in Homabay County. A mixed methods approach consisting of a survey questionnaire and interview schedules involving 62 survey participants and 4 in-depth interviews with the principals and teachers was adopted. Quantitative data was sought using questionnaires and were analysed using Statistical Package of Social Sciences, while qualitative data from interviews with the principals were analysed by narrative analysis. The findings of the study revealed that Poor communication and competition for limited resources were the main causes of conflicts between teaching staff and principals. It was revealed further that the conflicts were purely work-related. Based on this, it is recommended that there is a need to offer training to both teachers and principals on the use of the best communication strategies for conflict management so as to help in the management of conflict in schools. In addition, there is a need to take teachers and principals for workshops and seminars on professionalism in order to minimise work-related conflicts.

THE 21ST CENTURY SKILLS GAP IN THE KENYAN EDUCATIONAL SYSTEM: A FOCUS ON PUBLIC SECONDARY SCHOOLS IN WEBUYE WEST SUB COUNTY, KENYA

The quote from Alvin Toffler “the illiterate of the 21st century will be those who cannot learn, un learn and re learn can be used to describe the educational system of a country which hopes to equip learners with relevant 21st century skills”. However, there is a widespread consensus that education systems are failing to adequately prepare learners with the relevant 21st century skills necessary to succeed in life, and career and be better citizens. The study adopted a descriptive survey research design. Primary data was collected using structured questionnaires and checklists. A census approach was used to select all 47 secondary schools in Webuye West Sub County. Purposive sampling was used to pick 4 teachers from each school. The four teachers were picked from the language department, Humanities department, Mathematics department, and Sciences department respectively. The sample size was 188 teachers. SPSS was used to analyze data. Descriptive statistics such as frequencies, percentages, mean and standard deviation was used. Findings reveal that the educational system in Kenya prioritizes competitive exams while underplaying 21st century skills that are needed to make learners better citizens. This implies that there is a high 21st century skills gap between both the teachers and the learners in most of the public secondary schools in Kenya. The study concluded that in 21st century all educators (teachers) play a critical role in shaping the lives of learners. When the teaching and learning process is at its best, learners will be better citizens and better human beings in society and in the nation at large. Therefore, educators should act as mentors and peer coaches with fellow educators, pursuing continuous learning opportunities and unlearn, learn and relearn to make better educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0004/a.php" alt="Hit counter" /></p>

Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By

Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff. 

Influence of a Tripartite Framework of Guidance and Counseling on Student Outcomes in Selected Public Secondary Schools in Kenya

Public secondary schools in Kenya are expected to implement guidance and counseling policy as directed by the Ministry of Education. However, guidance and counselling policy is not supported by a framework for implementation that takes into account the contextual realities of basic education in Kenya. This study sought to contribute to knowledge by originating and testing a tripartite framework of guidance and counseling for application in secondary schools in Kenya. The main objective of the study was to investigate the influence of tripartite framework of guidance and counseling in the outcomes of students of selected public secondary schools in Nairobi County, Kenya. The study was anchored on Person-Centered Theory and Social Learning Theory. Phenomenology was the selected research design. Data were collected using Narrative Assessment Interviews. This was undertaken with a purposive sample of 27 students drawn from three public secondary schools who successfully completed an eight-week long guidance and counselling program based on the tripartite framework. The data were transcribed and assigned codes before grouping the codes into themes. The study established that positive behavior change was the single overarching theme throughout the findings. This was reflected in parental involvement, trust enhancement, self-awareness and appreciation, self-discipline and parent-child bonding. The study concluded that the tripartite framework of guidance and counseling had a positive and compelling influence on student outcomes in the selected public secondary Schools in Kenya. Implementation of the framework resulted in immediate transformative behavior change that potentially set the students up not just for long-run future academic success but potentially holistic life outcomes. Incorporation of the tripartite framework of guidance and counseling into the school curriculum was endorsed by the study participants, and this should be adapted in public secondary schools in Kenya. In order to ascertain the suitability of the model across all public schools, replication of the study in other public secondary schools especially within a rural setting is recommended.

The Extent to which Principals’ use of Democratic Leadership Style Influences Students’ Academic Performance in Public Secondary Schools in Kenya

The purpose of this study was to examine the influence of Democratic leadership style on students’ academic performance in public secondary schools in Mwala Sub-county, Kenya. This study used a descriptive survey research design. Target population of the study was all the 72 schools, all the 72 principals, and all the 471 teachers in Mwala Sub-county public secondary schools. Out of the population of 72 schools, 36 were chosen through stratified random sampling technique. All the 36 principals of the sampled schools were purposively included in the study. Yamene (1967) formula was used to give a sample of 216 teachers. Proportional allocation method was used to identify a weighted teachers’ sample for each school. Simple random sampling technique was employed to select the participating teachers in each school. The instruments were validated through piloting and by research experts to ascertain content validity while reliability was achieved through piloting using the test-retest reliability technique. Data were coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0 for analysis. Inferential statistics which involved running correlation analysis at a 0.05 level of significance were employed to test the nature and strength of relationships between variables. The results established that there was a weak positive but statistically significant correlation between democratic leadership style and students’ academic performance (R=.365, p=.043). Based on the findings, the study recommends to the Kenya Institute of Educational Management (KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on leadership styles; principals to enhance practices associated with democratic leadership practices since it improves academic performance.

The Extent to which Principals’ Use of Transactional Leadership Style Influences Students’ Academic Performance in Public Secondary Schools in Kenya

The purpose of this study was to examine the influence of transactional leadership style on students’ academic performance in public secondary schools in Mwala Sub-county, Kenya. This study used a descriptive survey research design. Target population of the study was all the 72 schools, all the 72 principals, and all the 471 teachers in Mwala Sub-county public secondary schools. Out of the population of 72 schools, 36 were chosen through stratified random sampling technique. All the 36 principals of the sampled schools were purposively included in the study. Yamene (1967) formula was used to give a sample of 216 teachers. Proportional allocation method was used to identify a weighted teachers’ sample for each school. Simple random sampling technique was employed to select the participating teachers in each school. The instruments were validated through piloting and by research experts to ascertain content validity while reliability was achieved through piloting using the test-retest reliability technique. Data were coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0 for analysis. Descriptive statistics which included frequencies, percentages, means, and standard deviations were utilized to analyze data. Inferential statistics which involved running correlation analysis at a 0.05 level of significance were employed to test the nature and strength of relationships between variables. The study used tables to present the analyzed results. The results established that there was a weak positive but statistically significant correlation between transactional leadership style and students’ academic performance (R=.428, p=.016). Based on the findings, the study recommends to the Kenya Institute of Educational Management (KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on leadership styles; principals to enhance practices associated with transactional leadership practices since it improves academic performance.

An Investigation of the influence of single family type on students’ academic performance in public secondary schools in Kenya

An Investigation of the influence of single family type on students’ academic performance in public secondary schools in Kenya

The Role of Stakeholder Engagement in Strategic Plan Implementation on Internal Efficiency of Public Secondary Schools in Mombasa County, Kenya

Strategic plan implementation is paramount in ensuring that internal efficiency is achieved in the education sector worldwide through engagement of key stakeholders. The study was addressed by the objectives; to determine the level of stakeholder engagement and to assess the role of meaningful stakeholder engagement in strategic plan implementation on internal efficiency of public secondary schools in Mombasa County. The Resource-Based theory guided the study. The study adopted a Convergent Parallel Mixed Methods design where data was analyzed both qualitatively and quantitatively. Stratified systematic random sampling techniques were used in the study. Principals, teachers and BOM chairpersons formed the population with 134 respondents forming the sample. The instruments were validated through expert reviews as Factor analyses, tests and pilots were conducted. Three schools were stratified into category with 12 respondents participating in the pilot study. Reliability in this research was determined through tests such as t-tests, correlation, ANOVA, and regression analyses. Descriptive statistics in the form of mean, variability such as standard deviation and variance were applied. The data was then presented in tables, graphs, pie charts and percentages. The study findings indicated that meaningful engagement of stakeholders formed an integral part in ensuring strategic plan implementation and the realization of internal efficiency. The results obtained through correlation and regression show that stakeholder engagement significantly affect the internal efficiency. Stakeholder engagement in strategic plan implementation contributed the most to achieving internal efficiency. Therefore, when other factors are held constant, for every unit change in the independent variables, the internal efficiency increases. This indicated that a strong relationship established. The study provides a useful information that may make it easy for education stakeholders to address challenges of strategic plan implementation through meaningful engagement of key stakeholders for the realization of internal efficiency. Therefore, as a recommendation, the study provides a base for policymakers to inform and formulate policies on applying strategic planning in improving the internal efficiencies of public secondary schools in Kenya. Keywords : Academic performance, Completion rate, Monitoring and Evaluation, Meaningful Stakeholder Engagement DOI: 10.7176/JEP/14-2-01 Publication date: January 31 st 2023

School Structure as an Institutional Determinant of Strategic Plan Implementation in Public Secondary Schools in Kenya.

The study sought to investigate the influence of school structure on the strategic plan implementation. The study used of a descriptive survey research design. The study targeted 351 public secondary schools, 351 public School principals, 1,404 class teachers, and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Ho Ds and 140 class teachers was derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze 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 at 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 plan implementation in schools. This study found that school structure in school development plan has a positive and significant influence on the strategic implementation in schools. Based on these findings, the study recommended that there is need for the schools to have forums to evaluate achievement of the goals and objectives in strategic plan. 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 0.0470 on school structure results with a p-value of 0.314 and not statistically significant at the 0.05 level. Hence we fail to reject the hypothesis that, school structure has no effect on strategic plan implementation. This indicates that, school structure does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

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.

INSTRUCTIONAL SUPERVISION AS A DETERMINANT OF STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KENYA.

Education is critical for the progress and changes of nations across the world. The purpose of the study was to the influence of instructional supervision on students’ academic performance in public secondary schools in Kenya. The article is an extract from a study done in public secondary schools in the Yatta sub-county, Machakos County, Kenya. The study was guided by the instructional leadership model. The researcher adopted a descriptive research design, survey method. The study was conducted among 247 respondents comprising 19 principals and 228 teachers. The study employed stratified sampling techniques and simple random sampling techniques. Data collection was done using questionnaires for principals and teachers. Data were analysed using Statistical Package for Social Sciences (SPSS). The findings, from the principal’s perspective, revealed that there exists a weak positive correlation between the principal’s instructional supervision and students’ academic performance (r = 0.236 p = 0.330). However, from the teacher's perspective, the findings show that there is a weak negative correlation between the principal’s instructional supervision and students’ academic performance (r =- 0.190, p =0.009). Therefore, the study concluded that instructional supervision is crucial, but it must be carried out properly and with the participation of all parties concerned for the best result. It was, thus, suggested that the principals in public secondary schools should enhance instructional supervision by always being actively involved in the day-to-day learning of the institutions and engaging the teacher in planning for the supervision to enhance students’ performance.

The extent to which principals’ use of transformational leadership style influences students’ academic performance in public secondary schools in Kenya

The purpose of this study was to determine the extent to which principals’ use of transformational leadership style influences students’ academic performance in public secondary schools in Mwala sub-county, Machakos County. This study used descriptive survey research design. It targeted 72 schools, 72 principals and 505 teachers in Mwala Sub-county. The study employed stratified random sampling technique to select 36 principals and simple random sampling technique to include 216 teachers. The instruments were validated through piloting and by research experts to ascertain content validity while reliability was achieved through piloting using test-retest method. Data was coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0 for analysis. Descriptive statistics which included frequencies, percentages, means and standard deviations were employed to analyse data. Inferential statistics which basically involved running correlation analysis at 0.05 level of significance were employed to test the nature and strength of relationships between variables. The study employed tables to present the analysed results. The results revealed that there was weak positive but statistically significant correlation between transformational leadership style and students’ academic performance (R=.374, p=.038). The study recommends to: Kenya Institute of Educational Management (KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on leadership styles; principals to enhance practices associated with transformational leadership practices since they improve academic performance.

An Assessment of parental level of income on students’ academic performance in public secondary schools in Kenya

An Assessment of parental level of income on students’ academic performance in public secondary schools in Kenya