Principals’ resources management competencies on student’s academic performance in public secondary school in Makadara subcounty , Nairobi county, Kenya.

Abstract

This research emphasizes the pivotal role of school principals in influencing student success through effective management of resources, including physical, financial, human, and time assets. Principals, as primary school leaders, are instrumental in shaping conducive learning environments that enhance academic achievement by skillfully managing these resources. The study examines four main objectives: the impact of principals' competence in managing physical resources on students' academic performance; how financial resource management affects academic outcomes; the role of human resource management skills in enhancing performance; and the effect of time management on student achievement. Employing a mixed- methods approach that combines both qualitative and quantitative research techniques, the study offers a comprehensive understanding of principals' resource management competencies and their implications on students' success. The findings hold significant value for educational stakeholders, including the Ministry of Education, the Teachers Service Commission, curriculum developers, and school boards, providing insights that can inform policies and training programs to enhance principals' skills. Equipping principals with essential resource management skills through targeted training has the potential to elevate student performance, particularly in secondary education. The study utilizes a descriptive survey design to explore the link between principals' competencies and student outcomes, applying the Yamane formula with a 95% confidence level and a 0.05 margin of error, yielding a diverse sample of 635 respondents, including a sub-county director, 11 principals, 11 deputy principals, 11 deans of studies, 11 accounts clerks, 207 teachers, and 383 students, thus capturing a wide range of perspectives from the school community. Data collection involved both quantitative and qualitative methods: questionnaires administered to students, teachers, and administrators gathered quantitative data, while in-depth interviews with school leaders provided qualitative insights into their experiences and challenges in managing resources. To ensure validity and reliability, research tools were piloted at Aquinas High School, with interview protocols validated through face-to-face interviews and reliability measured using the test-retest method. Data analysis combined descriptive statistics for quantitative data, with frequencies and percentages summarizing respondents' answers, and thematic analysis for qualitative data, identifying patterns and themes in responses that highlighted principals' resource management practices and their effects on academic outcomes. Results were presented in frequency tables, revealing key trends and relationships between effective resource management and improved student performance. The findings underscore the critical role of principals in enhancing student success; principals who excel in managing physical, financial, human, and time resources significantly improve the learning environment, directly benefiting students. Effective resource management by school leaders thus drives better academic results, highlighting the importance of sustained support and training programs for principals to refine these skills. This professional development can ultimately improve principals' effectiveness and elevate educational quality in secondary schools, underscoring the need for comprehensive training initiatives focused on resource management to support student achievement.