The Ministry of Education is working to improve students’ academic performance in secondary schools. Therefore, this study was to investigate the influence of teacher efficacy on public secondary school student’s academic performance in the Kiminini sub-county, Kenya. The objectives were: to establish, the influence of teacher’s instructional practices, to examine the influence of teacher’s classroom management practices, to determine, the influence of teachers’ motivation practices, and to assess the influence of teachers’ interpersonal relationships on students’ academic performance in public secondary schools. The study adopted a descriptive survey research design where primary data was gathered using the questionnaire. Questionnaires and interview schedules were utilized to collect data from 302 respondents. The experts and supervisors inspected the instruments. The reliability of the instruments was determined by a pilot study using internal consistency, where reliability greater than 0.7 was, deemed consistent. Analysis of quantitative data was, done, displayed in tables utilizing descriptive procedures as well as inferential statistics, and analysis of qualitative data was done through the utilization of themes. According to the findings, the information gathered would be of benefit to policymakers, stakeholders, and academic members. Descriptive was employed; which included; mean and standard deviations. Inferential statistics that were used were correlation and regression analysis. Results of the study indicated that teachers’ instructional practices, teachers’ classroom management, teachers’ motivation practices, and teachers' interpersonal relationships had a positive and significant effect on public secondary school students’ academic performance in the Kiminini sub-county. The study concluded that teachers’ instructional practices, teachers’ classroom management, teachers’ motivation practices, and teachers’ interpersonal relationships had an active and direct role in students’ academic performance. The study recommended that public secondary school managers should undertake teacher instructional inputs, instructional feedback, communications, and knowledge on the subject matter in pursuit of enhancing the student’s academic performance.

Education is a profitable private investment yet many students cannot afford to finance it out of their own family resources. The purpose of this study was to establish the influence of Constituency Development Fund (CDF) management on students’ academic performance in public secondary schools in Kipkomo sub-county, Kenya. The objectives of this study were to: determine whether CDF management influence students’ academic performance;  assess the extent to which provision of learning resources by CDF influence students’ academic performance;  establish the extent to which school facility development by CDF influence students’ academic performance; and evaluate the extent to which provision of co-curricular support material by CDF influence students’ academic performance in public secondary  schools in Kipkomo sub-county, Kenya. This study was inclined to the Human Capital Theory. Descriptive research design was adopted for the study. Krejcie and Morgan table was used to select a sample of 368 respondents from a target population of 3025 individuals. The researcher utilized questionnaires for teachers and students while interview schedules was used for head teacher and members of the CDF management committee. Reliability testing was done through test-retest method. The correlation scores of the two tests were determined using Statistical Package for the Social Sciences (SPSS) software tested to a coefficient statistical stability of 0.7 that indicated reliability of the instruments. The researcher obtained a research permit from National Commission for Science Technology and Innovation (NACOSTI). The data was then analysed using SPSS interpretation and presented using frequency, tables, line graphs, pie charts, bar graphs, means and percentages. The results showed that all the indicators of independent variable were positively and significantly related to students’ academic performance in public secondary schools in Kipkomo sub-county, Kenya. It was concluded that there exists a statistically significant relationship between CDF bursaries; provision of learning resources by CDF; school facility development by CDF; and provision of co-curricular support material by CDF and students’ academic performance in public secondary schools in Kipkomo sub-county. Therefore, the study recommended that, the government should allocate enough CDF in time and resources to schools to ensure that the facilities constructed are enough and are completed and adequately equipped; increase funds allocated to CDF bursary so that the deserving students can fully pay their school fees thus increasing the students’ academic performance. It is hoped that the outcomes of this study might help policy makers in exposing current weaknesses in bursary allocation and help them rectify in future.