The influence of tangible and intagible resources on the performance of public secondary schools in Bondo District, Kenya
While many researchers have in the recent past focused attention on studies relating resources and performance in organizations, findings in this important area have remained inconclusive. This study investigated the influence of tangible and intangible resources on the performance of public secondary schools in Bondo District. Cross sectional descriptive survey design and a structured questionnaire was used in gathering data in 28 public secondary schools. Using multiple and hierarchical regression analysis the results indicated that tangible resources accounted for the highest portion of school performance. At the same time different performance dimensions were affected by specific sets of resources and the level of effect varied widely. Tangible resources that indicated strong positive effect included library and teaching and learning facilities, ICT and co-curriculum facilities. Financial resources showed positive effect on growth. Intangible resources that indicated strong positive effect on more than on performance dimension included organizational culture and structure, reputation, access to information and change readiness. More resource variables indicated positive effect on the various performance dimensions when tangible and intangible resources were combined. This implies that resources were more productive when combined which showed consistency with existing RBV empirical literature. The study also revealed disparities in resource endowment across schools at all levels with provincial and national schools that were better resourced performing better compared to district schools with low resource levels. This finding is useful to school mangers and education policy makers in identifying currently productive resources and the need to optimize the use of available scarce resources to help improve performance at secondary school level.