Relationship between principals’ management strategies and secondary schools’ performance in Navakholo sub county, Kakamega county

Abstract

In order to address the issue of raising the bar for education, collaboration across various businesses is crucial. Despite this reality, government and school authorities continue to turn a blind eye to a host of issues, such as deteriorating infrastructure, dwindling facilities, ineffective school management, and increasing demand for capacity utilization. This has persisted for an extremely lengthy period. Researchers in the Navakholo Sub-county of Kakamega County set out to study if there was a correlation between the academic success of their students and the management tactics used by secondary school administrators. The purpose of this research was to identify the nature and extent of the relationship between secondary school performance in Kenya, principals' use of technology, and disciplinary rules in Navakholo sub county, Kakamega County. Another objective of the research was to determine whether there was a connection between the effectiveness of secondary schools' motivational strategies and the academic outcomes in Kakamega County, Kenya. Counting the Navakholo This kind of study is essential for academics, community members, and lawmakers alike. Navakholo Sub-County public secondary school students (374 in all) were the subjects of the interviews. Included in this group were 341 department heads and 31 principals. A descriptive survey methodology was employed to conduct the study. The sample was selected using a basic random selection procedure and consists of 181 individuals. There are 165 department heads and 16 principals in this assembly. It was determined that the instruments used to collect data were accurate in a pilot study with a Spearman's rank correlation coefficient of 0.77. The tools at hand were interview guidelines and validated questionnaires. Analyses of themes and pertinent quotations supported qualitative data, while descriptive and inferential statistics supported quantitative data. Research has demonstrated that principals' management styles significantly impact the quality of secondary education. Discipline, resource management, student motivation, and technological integration were all addressed in these strategies. In order to encourage the use of ideas for integrating technology, using facilities, implementing discipline, and inspiring pupils to learn, educational authorities should establish criteria and support mechanisms.