Principals’ management practices of institutional working conditions of teachers and students’ academic performance in public day secondary schools in Kenya

Abstract

This study investigated the influence of principals' management practices of institutional working conditions on students' academic performance in public day secondary schools in Kitui West Sub-County, Kenya. The study objective sought to establish the influence of principals’ management of teachers' working conditions on students' academic performance. Such conditions included the provision of adequate teaching and learning resources, essential facilities, and supportive environments. Additionally, the study explored challenges such as inadequate facilities, long commutes, and poor working conditions that hinder effective school operations and academic success. The study used descriptive survey research design to gather both qualitative and quantitative data. The target population for this study consisted of all 26 principals from the 26 public day secondary schools and all 249 teachers in Kitui West Sub County. The study used census and systematic sampling technique to obtain a sample of 26 principals and 38 teachers respectively. The study used questionnaires as data collection tools. Instrument reliability was determined by a test re test technique. Descriptive statistics was used to analyse data. Quantitative data was analysed and presented using frequency distribution tables and cross tabulation tables. Qualitative data was analysed by organizing it into themes in line with the research objective and presented narratively. The study found that 80% of principals and 86.9% of teachers agreed or strongly agreed that effective management of working conditions, including adequate teaching resources and addressing facility deficiencies, positively influences academic performance. However, challenges like long commutes, lack of facilities, and poor working conditions hinder school responsibilities and achievement. The study concluded that effective principals’ management of teacher working conditions positively influences student performance. However, issues such as institutional deficiencies hinder academic success. The study recommends that principals and school management to prioritize on improvement of working conditions, address infrastructural deficiencies and providing adequate resources and support the motivation of teachers in order to enhance students' academic performance.