INSTITUTIONAL MANAGEMENT EFFECTS ON ACADEMIC PERFOMANCE IN SECONDARY SCHOOLS IN KIKUYU SUB-COUNTY, KIAMBU COUNTY, KENYA
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Date
2025-10
Journal Title
Journal ISSN
Volume Title
Publisher
Gretsa University
Abstract
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
Description
Research project
Keywords
SOCIAL SCIENCES::Social sciences::Education