Influence of principals’ resource management strategies on student academic achievements in public secondary schools in Mandera east sub-county, Mandera county, Kenya

Abstract

The study intended to assess influence of principals’ resource management strategies on students’ academic achievement in secondary public schools in Mandera East sub-county. Research focused on the following objectives: to determine influence of principal’s instructional resources management strategies, principal’s financial resources management strategies, principals’ physical resources management strategies and principals’ human resources management strategies influence on students’ academic achievement in secondary public school in Mandera East Sub-County, Mandera county. Research was carried out under assistance of Resource-Based view Theory as well as Theory of student achievement. Mixed methodology and descriptive Survey research design was applied to allow use of both qualitative as well as quantitative research methods. Research study location was secondary public schools in Mandera East Sub-County where a target group of 8298 respondents that is 1 Sub-County Director of Education, 19 principals, 300 teachers, 7978 students was targeted. By use Yamane’s Formula, a sample of 382 respondents comprising 1 Sub-County Director of Education, 9 principals, 30 teachers, 342 students were obtained. Using purposive sampling was Sub-County Director and principals were selected while simple random sampling was used to select teachers and students. Data was collected using Questionnaires for teachers and students while interview guide tools were used to collect data from school principals and Sub-County Director for Education and observation check list guide also applied. The piloting was done in Lafey Sub-County which displays similar demographic characteristics as Mandera East Sub-County. Testing for validity of instruments was done by vetting by experts where content validity was done with consultation with supervisor but for face validity was improved through preliminary testing. Reliability was attained by utilizing Cronbach’s alpha formulae and adjusted to increase reliability coefficients of at least 0.70. Quantitative data was analyzed using frequency tables, bar graphs and pie charts and inferentially by use of Karl Pearson correlation coefficient to assess relationship that exists using Statistical Packages for Social Science (SPSS) Version 23. However, qualitative data analysis was thematically achieved then presented in form of narration while quantitative data analysis was attained using percentages, frequencies and use of Karl Pearson correlation coefficient to test relationship and results interpreted by use of percentages a long with frequency tables, pie charts and bar graphs. Ethical consideration included obtaining permission and ensuring respondents confidentiality and informed consent. Major findings indicated that a deficit exists on use of digital instructional resources, there are inadequacy of financial resources among public secondary schools, well maintained adequate classrooms, playgrounds create necessary physical environment for students learning, inadequacy of science and mathematics teachers, laboratory technicians as human resources limit academic attainability of students in schools. However, the study recommends principals to ensure adequacy of instructional resources in school, Ministry of Education to ensure adequate funding of schools and TSC to employ more teachers. Therefore, the study concluded that principals’ resources management strategies have a positive direct impact on students’ achievements in secondary public schools. However, research majorly recommended that use of available resources should be highly upheld.