Browsing by Author "ADHIAMBO, ALICE"

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    INSTITUTIONAL MANAGEMENT EFFECTS ON ACADEMIC PERFOMANCE IN SECONDARY SCHOOLS IN KIKUYU SUB-COUNTY, KIAMBU COUNTY, KENYA
    (Gretsa University, 2025-10) KIPKOECH, FREDAN; ADHIAMBO, ALICE; JEMUTAI, DORINE; MAYIAMEI, MERCY
    This research project examined the effects of institutional management on academic performance in secondary schools within Kikuyu Sub-County, Kiambu County, Kenya. The study aimed to determine how three key aspects of management discipline, communication, and resource management influence students’ academic achievement. The motivation for this research stemmed from persistent disparities in school performance despite standardized curricula and government interventions, suggesting that variations in institutional management might be a critical factor. A descriptive mixed-methods research design was adopted, integrating both quantitative and qualitative approaches to provide comprehensive insights. The target population included 650 students, 130 teachers, and 20 administrators drawn from both public and private secondary schools in Kikuyu Sub-County. Stratified and simple random sampling were employed to ensure balanced representation, while purposive sampling targeted key informants such as school heads. A total of 266 participants were selected, and 245 valid responses were obtained, representing a response rate of 92.1%. Data were collected using structured questionnaires and interviews, then analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (correlation and regression analysis). The findings revealed that while most schools embraced positive disciplinary measures such as counseling and mentoring rather than punitive actions, discipline exhibited only a weak positive but statistically insignificant relationship with academic performance (β = 0.136, p = 0.234). Similarly, communication between teachers, students, and administrators was frequent, particularly through feedback mechanisms, but its effect on academic performance remained weak and nonsignificant (β = 0.121, p = 0.230). Resource management was identified as a major challenge across many schools, with shortages in ICT tools, textbooks, and classrooms being prevalent. Qualitative data complemented these results, emphasizing that leadership style, mentoring, and effective feedback loops contribute indirectly to better performance by enhancing morale and accountability. Respondents also highlighted that inadequate infrastructure and limited community engagement hindered learning outcomes. These insights underscored the need for holistic approaches that integrate management practices with broader socio-educational factors. The study concluded that while discipline, communication, and resource management are essential for fostering conducive learning environments, they do not independently determine academic success. Their true value lies in supporting and reinforcing other educational processes. The research therefore recommends that schools adopt restorative discipline methods, strengthen internal and external communication channels, conduct regular resource audits, and actively involve parents and communities in school affairs. Policy recommendations include the Ministry of Education investing in ICT infrastructure, establishing standardized resource benchmarks, and mandating continuous professional development for school leaders