| dc.description.abstract | The role of principals in improving secondary school examination outcomes in Nyamira district was investigated. The main objectives were to identify factors responsible for low K.C.S.E examination outcomes, strategies used by principals to improve performance, and the principals' perception of their role in improving K.C.S.E examination outcomes. Survey research design was used and through stratified random sampling techniques a sample of 108
principals from 150 schools that presented candidates for the year
2004 K.C.S.E examination was determined. The Statistical Package for Social Sciences, S.P.S.S, was used for Data analysis based on
90 returned questionnaires and this was achieved through the use of contingency tables. The findings showed that many principals attributed low K.C.S.Eexamination outcomes to factors such as frequent student absenteeism due to school fees (95.6/0),
insufficient teaching and learning facilities (92.2/0), frequent
student transfers from one school to another (90.0/0), inadequate staffing in some subjects (90.0/0), and, admission of students with low K.C.P.Emarks (89.0/0). Through Chi-Square tests at 5/0 level of
significance, performances of schools at K.C.S.Eexaminations were
principals but there was no significant relationship with age and professional experience. The results also showed significant relationships between performance of schools at national examinations with the school variables of type, category and setting of performance targets. However, there was no relationship with the size or streaming of schools. The strategies many principals used were remedial tuition for students (86.7/0),
intensive careers guidance and counseling for students (85.6/0),
adequate staffing in all subjects (82.2/0), equip the library and laboratory (78.9/0), and admission of students with better K.C.P.E marks (74.4/0). On the other hand, the roles that received strong agreement among principals include establishing the careers
guidance and counseling department in schools (83.3/0), setting annual performance goals (83.3/0), ensuring that the stakeholders understand the goals set (76.7/0), and rewarding well performing teachers and students (76.7/0). In view-of the above findings, principals should set and ensure that school performance goals and
targets are clearly identified and properly understood by all
students, teachers and parents. They should also ensure that
laboratories, classrooms, libraries, and establish functional careers guidance and counseling departments. This will create an environment where effective teaching and learning takes place. Consequently, a comprehensive strategy towards improved
secondary school examination outcomes, can be developed through close re- examination of roles of all those concerned with the management of student affairs both in and out of school. Research especially to determine the roles of teachers, students and
parents in the process is paramount. The viability of converting some selected mixed and day - schools into single-sex and boarding schools only also needs to be established | en |
