Influence of principals’ student management practices on student retention in public day secondary schools in Nakuru county, kenya

Abstract

The Kenya secondary school education system, which lasts four years, faces challenges in retention rates, despite the government's policy of 100% student transition. The purpose of this study was to find out the influence of principals’ student management practices on student retention in public, day secondary schools in Nakuru County. The specific objectives of this study were to: determine the influence of principals’ student mentorship, motivation, disciplinary and financial support practices on student retention in public, day secondary schools in Nakuru County. The study was guided by Tintos’ student integration theory. The mixed methods research approach was adopted using the concurrent triangulation research design. The target population was 38,863 comprising of 293 principals, 3962 teachers and 34597 students and 11 Sub-County Directors of Education. In total, 574 participants were involved in the study comprising of samples of 90 principals, 363 teachers, 110 students and the 11 Sub-County Directors of Education. The sample size was determined using Slovenes’ formula. Interview schedules were used to collect qualitative data from Sub-County Directors of Education while questionnaires were used to collect quantitative data from principals and teachers. Data from students was collected using focus group discussions. A pilot study of the instruments was conducted in 9 schools in Laikipia County; and a Cronbach alpha coefficient of 0.9 obtained for principals, and 0.88 for teachers. Qualitative data obtained was analyzed thematically and presented in direct narration form. Quantitative data was analyzed using descriptive and inferential statistics. The null hypothesis was tested using linear regression models formulated to measure the extent to which principals’ management practices influenced student retention. The study findings showed that the principals’ mentorship (r=0.359; p < 0.05) principals’ motivational (r = 0.482; p < 0.05), principals’ disciplinary (r=0.480; p < 0.05) and principals’ financial support practices (r= 0.360; p < 0.05) all had a positive correlation to student retention, as their p-values were below the significance level of 0.05. Therefore, the four null hypotheses were rejected, thus implying that principals’ student management practices had a statistically significant influence on student retention. Based on the findings, the study recommends that schools and educational authorities should implement tailored mentorship, motivational, disciplinary, and financial support practices to enhance student retention, particularly in Nakuru County Public, Day Secondary Schools. This study is significant because its findings provide invaluable insights for school principals, boards of management, teachers, and future researchers on strategies to enhance student management practices, mentorship, and retention in schools, while also contributing to the broader understanding of educational outcomes.