Factors Influencing The Performance Of Public Mixed Day Secondary Schools In Kenya: A Case Of Likuyani Constituency

Abstract

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.