Abstract:
In the global context, education stands as a vital
driver of progress impacting individuals and communities.
This study sought to evaluate the impact of learning
environment on academic performance of secondary
school students in Kenya. The article is an excerpt from a
research project conducted within public secondary
schools in Katulani Sub-County, Kenya. The study utilized
a descriptive survey research design and drew its
theoretical framework from Robert House’s Path-goal
Theory of Leadership. The sample size was 91 participants
comprising 73 teachers selected through stratified and
simple random sampling techniques and 18 principals
chosen purposively. Questionnaires for teachers and for
principals were used to gather data which underwent
analysis utilizing both descriptive and inferential statistics
with the support of SPSS. The outcomes demonstrated a
strong positive correlation between an enabling learning
atmosphere and the academic achievement of students.
Based on these results, the research concluded that the
principals’ fostering of positive learning environments
through encouraging teamwork among teachers,
maintaining open communication lines, ensuring wellbeing
of staff and students and providing adequate instructional
facilities results in higher students’ academic achievement.
It was recommended that principals need to encourage
teamwork among teachers around educational best
practices. Further, they should maintain open
communication with and among the staff and students. On
policy, the Ministry of Education should provide adequate
human, material and internet resources in schools to
enhance productive teacher-learner interaction. The study
findings could be utilized by principals to create conducive
learning environments in secondary schools to improve
students’ performance in academics.
