Influence of Strategic Management Practices on Students’ Academic Performance in Secondary Schools in Makueni, Kenya.

Abstract

This study aimed at finding out the influence of strategic management practices on students’ academic performance in secondary schools in Kenya. Strategic management practices are a set of activities designed to bring about that desired superior performance. In school management, strategic practices are geared towards improvement of learning abilities that leads to better results in national examinations. Although studies have been carried out to link various internal and external factors to academic performance in secondary schools, few studies have been done on influence of strategic management practices key in improvement of academic performance. This study aimed at finding out the influence of leadership behaviour of principals, quality management practices, and adoption of innovations to academic performance. The study was carried out in Makueni Sub-county. The study targeted principals and teachers. A total of 17 Principals, and 72 teachers responded representing about 67.93% of the targeted sample population. Descriptive research was used with stratified sampling being adopted to ensure that schools at all levels were well captured in the study. Primary data was collected by use of closed ended questionnaires. Secondary data was obtained from the ministry of education offices. Quantitative data was analyzed using descriptive statistics and correlations done using Pearson’s moment correlation coefficient to establish if there existed a relationship between the independent and the dependent variables. The analyzed data was presented using tables, pie charts and bar charts. Among the findings, it was realized that there existed a correlation between leadership behaviour of principals, quality improvement practices designed by schools and integration of ICT and innovation in teaching. The responses from teachers showed positive correlations in all the categories. However, responses from principals showed low or negative correlations probably due to the tendency of principals self-rating themselves highly. In addition it was realized that extra contact time with students, remedial teaching and more practical work in sciences were among the three top strategies that enhance improvement of academic performance. The research recommends that the government train all school administrators on strategic management and leadership skills. In addition, since entry behaviour into secondary schools correlates with performance at KCSE, it is important to gauge performance not by use of KCSE mean only but also by use of value added progress. The researcher also recommends strengthening the use of practices such taking care of students’ needs, remedial teaching and continuous testing to enhance ability of schools to improve academic performance.