Thesis:

Strategy implementation and performance of public secondary schools in Nairobi city, Kenya

This study sought to assess the influence of strategy implementation on the performance of public Secondary Schools in Nairobi City County, Kenya. Specifically, the study examined the influence of top management support, resource allocation, training and development, and coordination of activities on school performance. The study was guided by the Resource-Based View Theory, Knowledge-Based View Theory, and Systems Theory, and employed a descriptive research design. The total target population was 1,071 respondents comprising 57 education representatives, 338 principals, and 676 teachers. The Yamane formula was used to calculate a sample size of 291 respondents, selected using simple random sampling. Data was collected using semi-structured questionnaires. A pilot group of 16 individuals (6% of the sample) was used but excluded from the final study. Qualitative data was analyzed through content analysis and presented in prose form, while quantitative data was analyzed using descriptive statistical techniques such as frequencies, percentages, and means, and presented using summary graphs, pie charts, and frequency distribution tables. Pearson’s R correlation was used to measure the strength and direction of linear relationships between variables, and multiple regression models were applied to determine the influence of independent variables on the dependent variable. The findings, presented in tables and figures, indicate that top management support (β₁ = 0.386, p = 0.000), resource allocation (β₁ = 0.376, p = 0.001), training and development (β₁ = 0.328, p = 0.002), and coordination of activities (β₁ = 0.307, p = 0.003) each have a positive and significant influence on the performance of public Secondary Schools in Nairobi City County, Kenya. Based on these findings, the study recommends that the management of public Secondary Schools in Kenya should prioritize top management support, effective resource allocation, structured training and development, and improved coordination of activities to enhance school performance.