Influence of board of management strategies on learner Transition to public secondary schools in Banisa sub-county, Madera County, Kenya

Abstract

Management strategies implemented by Boards of Management (BoMs) play a crucial role in supporting students' progression from primary to secondary education. However, in Banisa Sub-county of Mandera County, Kenya, the rate of student transition to public secondary schools remains low. Current statistics reveal that only 55.9% of learners successfully make the transition from primary to public secondary schools in the area. In response to this concern, a study was conducted to assess the impact of BoM strategies on learners’ transition to public secondary schools in Banisa Sub-county. The research was structured around specific objectives that included evaluating how the BoM’s efforts in providing teaching staff, learning materials, school infrastructure, and involving stakeholders influence student transition rates. The study was underpinned by systems theory and transition theory, providing a framework for understanding the interconnected elements that affect education progression. A mixed-methods approach was used, incorporating both qualitative and quantitative techniques through a concurrent triangulation design. The study targeted a total population of 257 individuals, comprising 8 school principals, 113 teachers, and 136 BoM members. Using Yamane’s formula, a sample size of 156 participants was determined. To ensure representative sampling, the researchers employed stratified sampling based on the two administrative zones in Banisa Sub-county. From each zone, 3 principals and 20 BoM members were selected through purposive sampling, while 40 teachers were randomly selected, culminating in a final sample of 6 principals, 110 teachers, and 40 BoM members. Data was collected using questionnaires administered to teachers and through interviews conducted with principals and BoM members. A pilot study involving 16 participants from two public secondary schools was carried out to establish the tools' validity, reliability, credibility, and dependability. Validity was ensured through expert evaluation, while reliability was measured using the test-retest method. The Cronbach Alpha method yielded a reliability coefficient of 0.74, indicating strong internal consistency. Triangulation helped validate credibility, and detailed documentation of the data collection process supported dependability. Thematic analysis was used for qualitative data, presented through narratives aligned with the research objectives. Quantitative data were processed using descriptive statistics (frequencies and percentages) and Pearson’s Product Moment Correlation Analysis, facilitated by SPSS Version 25. The findings were presented using tables for clarity. Results revealed that the goal of achieving a 100% transition rate to public secondary schools remains unmet. Several factors related to BoM strategies were identified as contributing to this shortfall. These include shortages of teachers, insufficient curriculum materials, and inadequate infrastructure, despite ongoing stakeholder engagement. The study recommends that the Ministry of Education continue hiring more teachers to reduce the student-teacher ratio. Furthermore, principals should collaborate with education stakeholders to maintain an adequate supply of learning materials. Efforts should also be made to improve school facilities. Lastly, structured frameworks for stakeholder involvement should be established to promote a unified vision for increasing student enrollment in public secondary schools.