| dc.description.abstract | The purpose of the study is to establish the influence of head-teachers participative
management practices on Kenya Certificate of Primary Education (KCPE) performance in
Kirinyaga East District. Four research objectives were formulated to guide the study which
included; determining how headteachers involvement of teachers in school management
influence pupils performance at KCPE in public primary schools in Kirinyaga East
district, establishing how headteachers involvement of parents in school management
influences pupils’ performance at KCPE in public primary schools in Kirinyaga East
district, establishing the extent to which headteachers involvement of pupils in school
management influence pupils’ performance at KCPE in public primary schools in
Kirinyaga East district and determining how headteachers involvement of school
management committee (SMC) in school management influence pupils’ performance at
KCPE in public primary schools in Kirinyaga East district. Four research questions guided
the study which included how the headteachers involvement of teachers in school
management influences pupils’ performance in KCPE in public primary schools in
Kirinyaga East district, how does headteachers involvement of parents in school
management influence pupils’ performance in KCPE in public primary schools in
Kirinyaga East district, what extent does headteachers involvement of pupils in school
management influence pupils’ performance in KCPE in public primary schools in
Kirinyaga East district and how does headteachers involvement of school management
committee (SMC) in school management influence pupils’ performance in KCPE in public
primary schools in Kirinyaga East district. The researcher adopted descriptive survey
design in carrying out the study. The sample comprised of 14 headteachers, 203 teachers
and 225 pupils. Data were collected by use of questionnaire and were analysed both
quantitatively and qualitatively. Key findings of the study revealed that: headteachers
involved teachers in school management. Findings also indicated that pupils were
involved in school management by the headteachers. The findings also indicated that
parents were involved in school administration. Findings also revealed that headteachers
involved the SMC in school administration. Based on the findings of the study, the study
concluded that headteachers involvement of teachers in school management had an
influence on pupils’ academic performance. Headteachers involved teachers in the budget
planning, setting goals and objectives and developing the strategic plan for the school, in
the procurement of goods and services in the school. The headteacher also involved people
in school management. Pupils for example pupils held assemblies twice a week, while the
administration involved them in administration matters of the school. Pupils’ involvement
had an influence of pupils performance. Headteachers involved parents in school
administration. For example, headteachers agreed that parents were encouraged to
participate in decision making and they were engaged in addressing administrative
problems. The involvement in school management had an influence of pupils’ academic
performance. Lastly the headteachers involved the SMC in school administration which
had an influence of pupils’ performance. Based on the findings of the study, it was
recommended that the Ministry of Education should have clearly stipulated policy need for
democratic governance in schools. This means active involvement of stakeholders in decisionmaking,
policy formulations and other aspects. It also recommended that since teachers, pupils
and parents have shown interest in school matters, the MoE should devise a strategy where
parents, teachers and pupils who are involved in the school management get some kind of
honoraria for the hours they spend at school in meetings, or any activity. | |
