Factors Influencing The Performance Of Public Mixed Day Secondary Schools In Kenya: A Case Of Likuyani Constituency
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Date
2019Author
Wechuli, Naomi Nafula
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
This study aimed at determining the factors affecting the performance of public mixed
day secondary schools in Kenya. Challenges facing these schools have persistently
controlled their outcome over the years. The inability of students to compete favorably
with those in boarding schools continue to raise concern over the rating process.
Managing such schools require knowledge and recognition of the specific underlying
factors in the region. With an increasing number of students enrolling into mixed day
schools across the country, the government policies on financial support has proven
inadequate in many schools. In Likuyani constituency, for example, 24 public secondary
mixed day schools are hampered by poor performance due to lack of adequate facilities
and learning material. Moreover, poverty has led to a significant number of potential
students dropping out school to cater for their basic needs and families. The increasing
gap between rural public mixed day schools and the urban developed boarding schools
prompted the researcher to survey the issues experienced at the lower level. For this
reason, the study investigated the factors relating to the poor performance of the public
mixed day schools. It was guided by the following objectives; determining the role of
leadership styles, assessing the influence of availability of resources, evaluating the role
played by community participation, and establishing the impact of parental socioeconomic
factors towards the performance of public secondary mixed day schools in
Kenya. The study was based on the following theories; the theory of Education
production function and the continuous improvement theory. The research used a
descriptive design. Primary data was collected using questionnaires distributed to the
school management in different schools within the constitution. The data collected was
analyzed using descriptive design. The findings showed that; leadership styles, resources,
and parental socio-economic factors had a significant effect on the performance of public
secondary schools. Community participation had a moderate impact on the dependent
variable. It, therefore, recommends local government action and further research form
future scholars.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5964]
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