| dc.description.abstract | The education system in Kenya has often experienced management problems which put impact on the students' learning outcomes. The purpose of this study was to examine the influence of School-based management on students' academic performance in public secondary schools in Kadibo Division in Kisumu County, Kenya This study was confined to Kadibo Division due to complaints from relevant stakeholders being left out in decision-making concerning schools despite emphasis from MOEST and also due to paucity of studies that have been carried out in the division.
The study was guided by the following objectives: To assess bow the role of the principal as a component of SBM influence the students' academic performance To investigate the extent to which teachers participation as a component of SBM intluence students' academic performance; To determine how students' participation as a component of SBM influences their academic performance; To explore the extent to which the involvement of parents as a component of SBM influence students' academic performance in Kadibo Division, Kisumu county.
Descriptive survey design was adopted. Stratified random sampling was used in selection of teachers and students. Purposive sampling was used to collect data from principals. The target population of the study was 3966 students, 142 teachers and 13 principals. A sample size of 350 was used to represent a cross section of the population. This was distributed proportionally in the following categories: 300 students, 42 teachers and 8 principals. Internal CATs and Joint exams were used as an indicator of students' academic performance.
A pilot study was conducted to establish the reliability of the instruments and validity was ascertained by the supervisors. All data collected was edited and coded to eliminate errors made by respondents. SPSS was used to analyse the quantitative data. Descriptive statistics such as frequencies, percentages and means were used describe data. The qualitative data was transcribed, organized into various themes of the study and reported in a narrative form.
The analyzed data was presented using tables. The study revealed that the students' performance in Kadibo Division was average with a mean grade of 3.22. The study revealed the commitment of principals greatly influenced students' academic performance as indicated by 87010 of respondents. The study also revealed that contribution of teachers in school management greatly influenced students' academic performance as indicated by 92.86% of the respondents.
The study also revealed that students' involvement in decision making influenced their academic performance as indicated by 85.95% of respondents. The study also revealed that majority of parents rarely consulted about their children's academic progress as indicated by 52.38% of the respondents. The study concluded that there was a strong positive relationship between the role of the principal and students' academic performance.
The study also concluded that participation of teachers' in school management also enhance students' academic performance. The study also concluded that that meaningful involvement of students in decision making increase their self esteem and improve their academic performance in the long run. The study also concluded that the infrequent consultation of parents about their children's academic progress could have impacted negatively on the students' performance. The study recommends that principals should be transparent and involve the teachers, students and parents when making important decisions in school in order to enhance trust.
Parents should consult frequently about their children's academic process and be given more autonomy as this would translate to better academic results. The study suggested that a similar study should be carried out in other counties in the country so as to compare with findings of this study. Further research should also be carried out on determinants of stakeholder participation in school management in public secondary schools. | en_US |
