Thesis:

Influence of principals' teacher motivation strategies on students' performance in the kenya certificate of secondary education in Mandera east sub-county, Kenya

The academic performance of students in public schools within Mandera East Sub-County remains a persistent concern, marked by consistently low examination scores below the requisite mean grade of C+ for university entry. Data from the Mandera East Sub-County Education Office (2021) reveals a significant academic challenge, as only 224 out of 2,058 candidates who sat for the 2021 Kenya Certificate of Secondary Education (K.C.S.E) examination achieved a grade of C+ and above. The study aimed to evaluate the influence of principals' teacher motivation strategies on Kenya Certificate of Secondary Examination (KCSE) performance in Mandera East Sub-County. It focused on four key objectives: examining the influence of principals' teacher recognition, professional development opportunities, supportive leadership, and communication strategies on academic performance. The research was grounded in Self-Determination Theory and ExpectancyValue Theory, using a mixed methods approach that combined quantitative and qualitative analyses. The target population included 14 secondary school principals and 288 teachers across 14 schools (7 boys' schools, 5 girls' schools, and 2 mixed public schools), totaling 302 individuals. A simple random sampling method selected 75 respondents for the study. Data were collected through questionnaires and interviews, with the validity of instruments ensured through expert review and revisions to address ambiguities. Quantitative data were analyzed using descriptive statistics such as percentages, frequencies, means, and standard deviations, while qualitative data were analyzed thematically and presented narratively. Pearson's Correlation method was used to obtain correlation coefficients, revealing significant relationships between the motivational strategies and KCSE performance. The correlation analysis revealed strong positive relationships between principals' teacher motivation strategies and Kenya Certificate of Secondary Examination (KCSE) performance in Mandera East Sub-County. Significant correlations were found between teacher recognition (r = 0.853), professional development (r = 0.860), supportive leadership (r = 0.857), and communication strategies (r = 0.901) with KCSE performance, all significant at p < 0.05. Regression analysis showed that 65.7% of the variation in KCSE performance was explained by these factors, with the model significantly predicting performance (F = 10.033, p < 0.001). Based on the findings, the study concluded that recognizing and rewarding teachers enhances their motivation and academic performance. Professional development opportunities are crucial for improving teaching practices and student outcomes. Supportive leadership creates a positive learning environment, while effective communication strategies foster trust and collaboration, leading to better academic achievements. The study therefore recommended that secondary schools should enhance recognition and reward systems for teachers, prioritize professional development, adopt supportive leadership practices, and strengthen communication strategies to improve academic performance.