Thesis:

Influence of principals’ strategic leadership practices on students discipline in public secondary schools in Masinga, Kenya

The study aimed to investigate the impact of principals' strategic leadership techniques on school management and student retention in public secondary schools within Masinga Sub County, Machakos County, Kenya. The research addressed critical issues such as students' non-compliance with school regulations, inconsistent academic outcomes, and challenges related to maintaining discipline. Drawing from a thorough literature review, the study emphasized the significance of principals as role models, the enforcement of student discipline, the role of parental involvement in behavior management, and the necessity of creating a conducive learning environment. The theoretical frameworks guiding this investigation were Fayol's Administrative Theory of Management and the Path-Goal Theory of Leadership, which provided a comprehensive basis for analyzing strategic leadership practices. The research employed a descriptive research design, which facilitated a systematic exploration of the relationships between variables and allowed for in-depth insights into principals' leadership strategies. A mixed-methods approach was adopted, incorporating both quantitative and qualitative data collection methods. The quantitative component involved structured questionnaires administered to participants, while the qualitative aspect included in-depth interviews and document analysis. The target population for the study comprised 206 respondents, including principals, teachers, and school management committee members from the public secondary schools in Masinga Sub County. A stratified sampling technique ensured representation across different school categories, enhancing the study's robustness. To ensure reliability and validity, the research instruments were pre-tested in a pilot study conducted in a neighboring sub-county. The Cronbach's alpha coefficient was calculated to measure internal consistency, achieving a reliability score of 0.82, indicating high reliability. Content validity was ensured by aligning the questionnaire items with the research objectives and obtaining expert feedback. The collected data underwent rigorous analysis: quantitative data were analyzed using regression analysis to identify significant predictors of effective school management and student retention, while qualitative data from interviews were coded and thematically analyzed to enrich the findings. The findings revealed that principals who employed strategic leadership techniques, characterized by clear communication, role modeling, and collaborative decision-making, had a positive influence on student discipline and school management. The study concluded that principals' strategic leadership practices are essential for promoting school management effectiveness and boosting student retention rates. Leadership approaches that focus on fostering relationships, enhancing communication, and modeling ethical behavior were particularly effective. It was evident that principals who prioritized inclusive leadership strategies, involving both staff and parents, were more successful in creating an environment conducive to learning and discipline. The integration of leadership theories like Fayol's and the Path-Goal model provided a structured approach to understanding the mechanisms of effective school management. Based on these findings, the study recommended that educational policymakers develop training programs for school principals focused on strategic leadership skills. Such training should emphasize collaborative decision-making, effective communication, and relationship-building techniques. Schools should also establish structured frameworks for involving parents in school activities to enhance behavior management. Regular workshops and professional development sessions for teachers and administrators were advised to foster a shared vision for effective school governance. Further, school management should adopt a comprehensive approach that combines strategic leadership with policy support to maintain discipline and elevate academic performance.