School management practices on academic performance in public secondary schools in Masaba sub-county, Nyamira county, Kenya

Abstract

This research examined the strategies employed by school managers to enhance student academic performance in Masaba Sub County, Nyamira County, which has historically faced challenges with ineffective school management leading to subpar academic results. This was highlighted by the county's education officer during a 2018 educational symposium. The study aimed to explore the impact of school management on student outcomes in the public secondary schools of Masaba Sub-County. The study population included 150 Board of Management members, 120 heads of department, 120 members of the parent-teacher association, and 33 school principals. Employing a descriptive survey research design, a simple random sampling method was used to select a sample of 140 participants: 50 Board of Management members, 40 heads of department, 40 parent-teacher association members, and 10 principals. Data collection was conducted using a mixed-methods approach, combining questionnaires for quantitative data and interviews for qualitative insights from heads of departments and parent-teacher association members. Descriptive statistics such as percentages and coding were used to analyze the data, which was presented in tabular format. The research found that 50% of respondents acknowledged the positive impact of student participation in meetings on communication and academic performance. Additionally, 87.5% agreed that financial decisions, particularly educational budgeting, directly influence academic results. Furthermore, the results indicated that effective school management practices, including staff recognition and involving teachers in academic decision-making, significantly boost performance (mean = 4.46). The study made the following recommendations policymakers need to design initiatives that facilitate robust communication between members and administrators to enhance equal participation in decision-making processes. Additionally, it is crucial that any proposed changes involve education stakeholders, as their involvement will solidify the execution of targeted strategies aimed at boosting educational performance.