Influence of principals’ administrative skills on learners’ academic performance in public secondary schools in Bungoma East sub county, Kenya

Abstract

Quality education for sustainable development is now a global priority, but the ongoing decline in Kenya Certificate of Secondary Education exam performance hampers students' prospects for further education and development. Thus, the purpose of the study was to examine the influence of administrative skills adopted by the principals on learners’ academic performance in public secondary schools in Bungoma East Sub County, Bungoma county. The objectives of the study were to: Determine the influence of principals’ supervisory skills on learners’ academic performance in public secondary schools in Bungoma East Sub County, Bungoma county; establish the influence of principals’ motivation skills on learners’ academic performance in public secondary schools in Bungoma East Sub County, Bungoma county; assess the influence of principals’ communication skills on learners’ academic performance in public secondary schools in Bungoma East Sub County, Bungoma county; and examine the influence of principals’ human relations skills on learners’ academic performance in public secondary schools in Bungoma East Sub County, Bungoma county. The information provided by this research will benefit policymakers, community members and academicians. The research employed a cross-sectional design, focusing on 1198 individuals including 59 Principals and 1139 Head of Departments in public secondary schools within Bungoma East subcounty. The sample, consisting of 291 individuals comprising 15 principals and 276 HoDs, was selected using a simple random sampling technique. The researcher gathered data through questionnaires and interview guides, validated by supervisors. Instrument reliability was confirmed through a pilot study, which showed a Spearman’s rank correlation coefficient of 0.78, indicating reliability. Quantitative data was subjected to descriptive and inferential statistical analysis and presented in tables, while qualitative data was analyzed for common themes, which were extracted, organized, and discussed within the main objective areas of the study, and relevant quotations were used to present the findings. The research revealed a statistically significant correlation between the administrative skills adopted by principals, including supervisory, motivational, communication, and human resource management skills, and learners’ academic performance in public secondary schools. As a result, it is recommended that education policymakers develop and implement comprehensive guidelines and support systems to mandate and facilitate the adoption of essential administrative skills by principals, including supervisory, motivational, communication, and human resource management skills.