| dc.description.abstract | Institutional management evolves depending on new requirements and challenges. As a
result, institutions such as schools will need to adopt strategies that are in perfect
alignment with the ever-changing goals. These goals are increasingly dependent on
operating environments which means that once an institution has re-conceived its own
contours, it will have to face a new kind of environment. The effectiveness and
improvement of school strategies when applied simultaneously can lead to improvement
in school performance through delivery of successful schooling, leading to sustained high
levels of student achievement. The objective of the study was to determine the impact of
school competitive strategies on academic achievement of primary schools in Langata
District. The research design adopted was a survey. The population of the study consisted
of all the fifty four primary schools in Langata district. The study used primary data that
were collected through a self-administered questionnaire that consisted of structured
questions made up of both open and closed ended questions. Data analysis was done
using Statistical Package for Social Sciences (SPSS) and the results tabulated and
summarized using descriptive measures, percentages and frequency distribution tables.
The findings of the study were that the schools use competitive strategies which were
continuous modeling important values and practices, creating high performance
expectations, building a shared vision, creating and maintaining shared decision-making
structures and processes, developing consensus about goals and priorities, developing
people through the provision of individualized support and offering of intellectual
stimulation. The competitive strategies adopted by the schools was found to have resulted
in significant improvement in both the academic and personal development of the
students, school effectiveness and students’ achievement, academic improvement,
effective leadership in the institution and establish cultures that are professionally
stimulating for teachers which increase their sense of efficacy and beliefs that have the
capacity to make a difference to students’ learning. | en_US |
