Thesis:

Influence of principal’s management strategies on learners’ Retention in public secondary schools in Makueni sub County, Makueni county, Kenya

Principals have a crucial responsibility in encouraging students to engage in secondary education. Yet, in Makueni Sub-county, students' learning experiences in public secondary schools have proven difficult despite Kenya's government launching a policy ensuring a 100% transition. The goals of this research involved: investigating how motivational tactics employed by principals contribute to improving students' education in secondary schools; determining the effectiveness of guidance and counseling strategies employed by principals in enhancing students' education; evaluating the influence of instructional resources on enhancing education in secondary schools and assessing the involvement of parents by principals in enhancing students' education. This study was directed by systems theory and theory of student participation. This research utilized descriptive design to incorporate qualitative and quantitative methodologies. The intended population was 8013 respondents which comprised 45 principals, 645 teachers in public secondary schools and 7323 students in Forms III &IV. The research employed Yamane's Formula to determine sample size needed for the study. The researcher gathered quantitative data from secondary school teachers using a questionnaire containing closed-ended test items. Researcher used structured interview guides containing open-ended test items to collect qualitative information from principals and students. Expert judgement was used established validity. Reliability was determined through the split-half method. The credibility of the instruments was verified through data triangulation using multiple analysis. Dependability was achieved through reporting of each data collection process. Data analysis begun by determining recurring themes in the participants' accounts of their experiences. The qualitative data was analyzed in according to objectives of study and presented in narrative form. For descriptive analysis of quantitative data, measures like frequencies, percentages, mean and standard deviation were used. Inferential data analysis was done using multiple linear regression in Statistical Packages for Social Science (SPSS Version 30). Quantitative data were illustrated using charts and tables. The findings revealed that Teachers confirmed that principals frequently recognize students' efforts, attendance and academic successes, Monthly counseling sessions were most common, reported by 77% of students and 60% of principals, better facilities were associated with higher student retention andexpanding parental roles beyond financial support could better enhance student motivation, performance and retention. Research recommends that; schools should establish structured recognition programs that regularly celebrate student achievements in academics, behavior, attendance and extracurricular activities, creating a culture of consistent motivation ,Regular training workshops should be organized for principals and school counselors to equip them with updated counseling skills, particularly in handling emotional, behavioral and career-related issues, Schools and the Ministry of Education should prioritize providing more up-to-date and relevant reference books to complement textbooks and enhance students’ learning and research skills and principals should encourage parents to be involved in their children education lives, such as by participating in school meetings, supporting homework and attending academic and extracurricular activities.