Influence of headteachers' participatory management practices on pupils' performance at Kenya Certificate of Primary Education (KCPE) in Kirinyaga East District, Kenya

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.