Thesis:

Influence of principals’ management strategies on academic Achievement in public secondary schools in Msambweni sub- County, Kwale county, Kenya

Principals held a pivotal position in ensuring the achievement levels in high school education. However, in Msambweni Sub-County, academic achievement had been a challenge. The purpose of this research was to determine the influence of principals' management strategies on academic achievement in public secondary schools in Msambweni Sub-County, Kwale County, Kenya. The management strategies used by principals to motivate teachers, allocate instructional resources, encourage parental participation, and execute guidance and counseling programs were the four main areas of attention for this study. This research was directed by both systems theory and the theory of Maslow’s hierarchy of needs. A mixed methodology and a descriptive design were used to meet the study's goals. A total of 6,651 respondents 21 principals, 630 teachers, 2,400 parents, and 3,600 students from the sub-county's public high schools formed the intended group. A subset of 378 respondents was established using Yamane's Formula. Six distinct strata were formed according to the zones within Msambweni Sub-County through stratified sampling. Purposive sampling was then applied to select 189 teachers and one principal from each zone, representing 30% of the total sample. To prevent bias, an additional 24 students and 4 parents from each zone were chosen by simple random selection. A sample of 144 students, 39 parents, 189 teachers, and 6 principals was produced as a result of this approach. The data collection approach involved using questionnaires to gather numerical information from educators and students, while principals and parents were interviewed using interview guides to obtain qualitative data. To assess the validity, reliability, trustworthiness, and dependability of the research tools, 38 participants were chosen from public secondary schools in Msambweni Sub-County. Expert evaluation confirmed the validity, and a reliability coefficient of r≥0.70 was achieved using the Cronbach's Alpha technique, ensuring a high level of internal consistency. Multiple analytical methods triangulated the data for credibility, and each phase of data collection was meticulously documented to ensure dependability. Quantitative data was assessed using the Statistical Package for Social Sciences (SPSS) using inferential linear regression analysis and descriptive statistics such as frequencies, percentages, means, and standard deviations. Tables and charts were used to display the quantitative results, and the study's goals guided the thematic analysis and narrative reporting of the qualitative data. The study aimed to provide valuable insights into the effect of principals' leadership strategies on academic performance in secondary education, with a focus on teachers' motivation, resource allocation, parental involvement, and guidance and counseling programs. The findings were expected to inform policy and educational practices aimed at improving academic achievement in public high schools in Msambweni Sub-County, Kwale County, Kenya. Experts validated the study, which demonstrated high reliability with Cronbach's Alpha values ranging from 0.754 to 0.970. In order to improve student results, it suggests that stakeholders work together to enhance motivation, resource allocation, guidance services, parental involvement, and inclusive leadership.