Institutional Factors Influencing Implementation Of Strategic Planning On Performance In Public Day Secondary Schools In Kiambaa Division, Kiambu County
Abstract
This study sought to establish the factors influencing implementation of strategic
planning on performance in public day secondary schools in Kiambaa Division, Kiambu
County. The objectives of the study were; to establish the extent to which the head
teacher’s leadership in implementation of strategic planning influences performance in
public day secondary schools; to establish the extent to which the number of teachers
involved in implementation of strategic planning influence performance; to establish the
extent to which availability of teaching and learning resources in implementation of
strategic planning influences performance; to determine the extent to which Board of
Governors and the Parents and Teachers Association involvement in the strategic
planning influences performance in Public Day Secondary Schools in Kiambaa Division,
Kiambu County. The study adopted descriptive survey design with both qualitative and
quantitative approaches used. The method is suitable for obtaining systematically factual
information for decision making, identify the current practices, conditions, opinions and
relationships among variables hence ideal for investigating the factors influencing
implementation of strategic planning on performance. The target population for this study
comprised all the public day secondary schools in Kiambaa Division, Kiambu County,
all the 11 head teachers participated in the study while a sample selected through simple
random sampling comprised of 21 heads of department,70 teachers and 20 Board of
Governors. Data for this study was collected using questionnaires. The questionnaires
were issued to sample schools outside the population of study prior to the actual data
collection to ascertain the validity and reliability of the instrument. Quantitative data
collected was analyzed using frequencies and percentages. The data collected was
presented using frequency tables and pie charts. Qualitative data was put under themes in
line with the research objectives. The Statistical Package for Social Sciences was used to
aid data analysis. From the study, it emerged that lack of effective leadership led to poor
implementation of strategic planning which has led resulted to the schools performing
poorly in K.C.S.E. The study established that the number of teachers involved in the
implementation of strategic planning greatly influence the performance. The study
established that where the number of teachers is adequate the schools relative better than
those schools that have teacher shortage. This study also established that most schools
lacked teaching and learning resources for implementing the strategic planning which
have adversely affected the performance in the public day secondary schools. The study
established that the BOG members were rarely involved in the implementation of
strategic planning which has negatively influenced performance. The study recommends
that for the strategic planning to be implemented more teachers should be posted to these
schools to participate in the implementation good performance to be attained. The study
recommends that the free secondary schools should be released on time as in order for
schools to mobilize teaching and learning resources which greatly influence performance
in secondary schools. The study recommends that the BOG and the PTAs should be
sensitized on the importance of participating in the implementation of strategic planning
to improve performance in schools. Further research should be carried out on factors
influencing the implementation of strategic planning on performance in secondary
schools.
Citation
Pauline Wanjiru Ndogo. 2013. Institutional Factors Influencing Implementation Of Strategic Planning On Performance In Public Day Secondary Schools In Kiambaa Division, Kiambu County. A Research Project Submitted in Partial Fulfillment for the Degree of Master of Education in Corporate Governance , University of Nairobi.Publisher
University of Nairobi, School of Education
Collections
- Faculty of Education (FEd) [5964]