Factors Motivating Public Secondary Schools Engagement In school-based Entrepreneurship Projects in Kericho Sub-county, Kenya

Abstract

This study was conducted to determine the factors motivating public secondary schools engagement in school-based entrepreneurship projects. In this regard, the study sought to establish the reasons why managers and stakeholders of public secondary schools initiate SBEPs on the basis of the following study points; cost of operation, entrepreneurship skilldevelopment in learners, enhancement of clean learning environment and participatory role in community development. The Push-Pull Theory and the Incentive-Instinct Theory formed the basis for literature review. The choice of limiting the study to the secondary schools within the bounds of scope was based on the constraints of time and resources. The study was aimed at adding to the literature on the role of pull and push factors in start-ups and sustenance of school-based entrepreneurship projects (SBEPs) in Kenyan secondary schools. The study employed descriptive survey design in which both quantitative and qualitative approaches formed the basis of the study. The researcher administered questionnaires to 108 respondents; 27 principals, 54 HODs (Curriculum implementation and Career Development), and 27 bursars. Out of which 84 were correctly filled and returned to the researcher which translated to 77.8% response rate sufficient for the study. The findings indicated that most of the SBEPs activities 111(71.2%) were agricultural based while a few were commercial and service based. It was established that 60(71.4%) of respondents were male while 24(28.6%) a ratio of 5:2 in favour of male indicating gender inequality. Majority 56(66.7%) of respondents were of age above 41; maturity age. Also majority 55(64.5%) were holders of bachelor’s degree level and above indicating ability to conceptualize issues and synthesize effective decisions. The study revealed that 17 (81.9%) schools involved were in the rural and peri-urban areas. On activities, 111(71.2%) were agricultural based, 27(17.3%) service based and 18(11.5%) commercial based with revenue generation; 20(23.8%) below Ksh. 100,000, 32(38.1%) Ksh. 100,001-200,000, 12(14.3%) Ksh. 200,001-300,000 and 20(23.8%) above Ksh.300, 001 giving an average of Ksh.188, 095.20 per school. The correlation analysis revealed the following; for cost of operation r=0.937 and sig.= 0.000 implying a significant relationship between cost of operation and school-based entrepreneurship projects in public secondary schools, for entrepreneurship skill-development in learners r=0.961 and sig.=0.009 implying a significant relationship between entrepreneurship skill-development in learners and schoolbased entrepreneurship projects in public secondary schools, for enhancement of clean environment r=0.998 and sig.=0.000 implying a significant relationship between enhancement of clean environment and school-based entrepreneurship projects in public secondary schools and for community development needs, r=0.931 and sig.=0.021 implying a significant relationship between enhancement of clean environment and school-based entrepreneurship projects in public secondary schools. The study recommends increased focus and mainstreaming of SBEPs engagement in the overall curriculum and the schools programmes and training of staff on best practices in SBEPs as well as ensuring increased communication of SBEPs policies and to ensure support and involvement of the all the immediate key stakeholders in carrying out and implementing the SBEPs with high level transparency and accountability. The researcher suggest that future research be undertaken on factors motivating public secondary schools engagement in school-based entrepreneurship projects be done in other countries to enable broad identification of trends of factors motivating school-based entrepreneurship projects providing a holistic overview of the factors motivating engagement in SBEPs not only in Kenya but globally.