Thesis:

Influence of principals’ management practices on pupils’ transition from primary to secondary in public schools in Konoin sub county, Kenya

Worldwide studies highlight the influence of principals’ management practices on primary to secondary transition, while also emphasizing the positive impact of support services during this transition. The study aimed to examine how principals’ management practices influence primary to secondary transition in public day secondary schools in Konoin Sub County, Bomet County, Kenya. It focused on: the principals ‘communication with primary schools, resource management practices, leadership and decision-making, and monitoring and evaluation practices affecting the transition. The study was supported by Social-Ecological Theory, Transformational Leadership Theory, and Curriculum Alignment Theory. Convergent parallel research design was used to assess the impact of principals’ management practices on primary to secondary transition in public day secondary schools in Konoin Sub-County. The target population included 49 secondary schools and their staff (head teachers, deputy head teachers, heads of departments, and teachers) in Konoin Sub County, totaling 1,956 individuals. A sample of 314 respondents was determined using the Fishers’ formula for teachers and head of departments. Krejcie and Morgan 1970 sample determination table was used for principals and deputy principals. Respondents were selected through proportionate stratified random sampling, with 40 head teachers, 46 deputy head teachers, 60 heads of departments, and 254 teachers. Data were collected using structured questionnaires and semi-structured interviews. The instrument was piloted in Chepalungu with 10 respondents to ensure validity and reliability. Quantitative data were analyzed with SPSS, and results were presented in tables, graphs, and charts. Qualitative data underwent textual analysis and were presented narratively. The study aimed to provide insights into how principals’ management practices influence primary to secondary transition in public day secondary schools in Konoin Sub- County, informing decision-making and strategies to improve school management. The study established that effective communication between secondary and primary schools is crucial for facilitating a smooth transition, with principals who engage in structured communication significantly contributing to student success. Resource management practices, including efficient allocation and transparency, play a vital role in creating a conducive learning environment, indirectly supporting the transition process. Leadership and decision-making by principals, particularly inclusive and strategic approaches, positively influence the transition by fostering a supportive school atmosphere. Lastly, monitoring and evaluation practices are essential, as principals who regularly assess and act on feedback ensure continuous improvement in teaching and school management, aiding a smoother transition for students. The correlation between principals' communication with primary schools and the primary-secondary transition is strong (r = 0.685; p = 0.000). Effective resource management also shows a strong correlation with the transition (r = 0.676; p = 0.000). Leadership and decision-making practices exhibit a very strong positive correlation with the transition (r = 0.819; p = 0.000). Monitoring and evaluation practices correlate strongly with the transition (r = 0.769; p = 0.000). The study recommends schools establish structured communication channels between secondary and primary schools, including regular meetings and collaborative planning, to support student transitions. Principals should prioritize efficient resource allocation and transparent financial management, with training to enhance their skills. Encouraging inclusive decision-making and strategic visions among principals can foster positive school environments, supported by leadership training. Robust monitoring and evaluation practices should be implemented to improve teaching and administration, with training on effective M&E to enhance educational outcomes and address transition challenges.