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.

This study focused on the influence of environmental dynamics on boy child academic performance in public primary schools in West Pokot Sub-County, Kenya. The study was guided by the following specific objectives: To assess the influence of socio-economic factors, to examine the influence of social practices, to determine the influence of cultural practices and to establish the influence of school based factors on boy child academic performance in public primary school in West Pokot Sub County. This study was anchored on two theories; Behaviorism Theory and Cognitive theory. This study employed descriptive research design. In this case the pilot study results showed a correlation coefficient of 0. 75 making the questionnaire a reliable tool for data collection. In order to ascertain content validity, the supervisor in the content of the supervisors in the school of education, department of educational management of Mount Kenya University was consulted to validate the instrument. The Coefficient of Determination stood at R2 equals to 0.612, which means that about 61.2% of the proportion of total variations in the boy child academic performance was explained by socio-economic factors, social/cultural factors and school based factors. The study recommended more pursuit of environmental dynamics as demonstrated in the Behaviorism Theory and Cognitive theory to enhance boy child academic performance in public primary schools. To realize the full benefits intended by the public primary schools in West Pokot Sub-County, the management should ensure that learning is not disrupted due to cultural preparations for circumcisions, drought and famine within pastoralism and nomads should be been put under control because they interfere with education system. They should also make sure that leaning is not disrupted after families migrate in search of daily bread/pasture.

The researcher sought to assess the influence of teacher absenteeism factors on pupils’ academic performance in public primary schools in North Pokot Sub-County, Kenya. The researcher was guided by the following objectives: - to determine how teachers’ personal factors cause teacher absenteeism, to identify how the school factors cause teacher absenteeism, and to investigate how the environmental factors cause teacher absenteeism in public primary schools in North Pokot Sub-County. The study was anchored on the Steers and Rhodes Process Model of Employee Attendance. The research adopted a descriptive survey design. Yamane formula was utilized to determine a sample size of 264 respondents from a target population of 778 employees selected from at least 4 curriculum support officers, 93 Head teachers, 681 teachers employed by Teachers Service Commission. The research employed stratified sampling and simple random sampling. Primary data was collected by questionnaires and analyzed by both descriptive and inferential statistics and presented in the form of charts, tables and graphs. The study is expected to benefit the policy makers in the education sector for accountability and academic performance and scholars may also benefit from the study as a source of reference material for their scholarly work. The study established that teachers’ personal factors, school factors and environment factors positively and significantly influence pupils’ academic performance. The study recommended that: The sub-county should embrace teachers’ personal factors since age, gender; health and qualifications enhanced pupils’ academic performance. Staff welfare, supervision, leadership and quality assurance should also be improved in order to increase the pupils’ academic performance. The sub-county should also embrace environment factors since it improves pupils’ academic performance, thus, infrastructure, political interference, school locality and working harmony enhance pupils’ academic performance.

Currently the management, performance and development of institutions are anchored on the head teachers, nevertheless the head teachers pressurize the teachers whose major role attributes to the performance of this institution. The research study examines effects of classroom teachers’ management styles on pupils' academic performance in Turkana East Sub-County Kenya. The specific objectives of the study were to establish the effects of classroom teachers’ democratic management styles, to determine the effects of classroom teachers’ transformational management styles, to find out the effects of autocratic management styles and to investigate the effects of the classroom teachers’ laissez faire management styles on pupils academic performance in public primary schools in Turkana East Sub-County, Kenya. The study was pinned on Fred Fiedler Contingency Model Theory. This study adopted a descriptive survey research design. The target population of the study was168, and it utilized the census technique in coming up with the sample size of 168 respondents. Questionnaire was the main tool for data collection. Reliability of the instrument was resolved through the internal consistency where Cronbach's Alpha correlation coefficient was 0.757, and was considerably higher than the suggested threshold of 0.7. Analysis was done using descriptive statistics that included frequencies, mean, percent, standard deviation as well as inferential statistics. The findings of the study showed that democratic management styles had a positive and significant effect on pupils' academic performance (β=0.669, p<0.05), transformational management style had a positive and significant effect on pupils' academic performance (β=0.431, p<0.05), autocratic management style had a positive and significant effect on pupils' academic performance (β=0.363, p<0.05) and laissez faire management styles had a positive and significant effect on pupils academic performance (β=0.213, p<0.05). This study concluded that democratic management style, transformational management style, autocratic management style and laissez faire management style had a positive significant effect on pupils’ academic performance. The study therefore, recommended that classroom teachers in Turkana East Sub-County should embrace democratic management style and transformational management style and try to avoid the usage of autocratic management styles and laissez faire management style in order to enhance pupils’ academic performance.

Quality of education was established based on learners’ performance. The Kenya Certificate of Primary Education general performance is an indicator of the quality of education offered in schools because it is a standardized instrument nationally and therefore a reliable measure. As such, this research involves determining how teacher-training programs influence academic performance in Bungoma West Sub-County, Kenya. The dominant Aspect of Cognitive Theory guided this research. The investigation employed a descriptive survey research design. The target population comprised 902 head teachers and teachers. Krejcie and Morgan's table was employed to get a sample size of 274 respondents who were selected using stratified sampling. Data collection instruments adopted were a five-point Likert scale questionnaire and interview schedules. The reliability of the instruments was determined through internal consistency where Cronbach's Alpha correlation coefficient of 0.7 and above was considered acceptable. Data were descriptively analyzed using frequencies and percentages, and inferentially by Pearson's correlation analysis to measure the strength of each predictor. The study results indicated that teacher training programs (R2 = .524) had an illustrative influence over academic performance. Based on the study finding, the study concluded that teacher-training programs had a significant influence on academic performance in Bungoma West Sub-County. The study recommended that the public primary schools in Bungoma West Sub-County should define and adopt the required teacher training programs (efficacy, improved knowledge, and skills) to enhance academic performance since this study found them to have a positive and significant influence on academic performance in public primary schools in Bungoma West Sub-County.

Over the years, teachers and school leaders have engaged in some form of training beyond their formal preservice, university preparation programs. Whether referred to as in-service training, professional day, or staff or professional development this activity normally had one purpose: to improve participant’s knowledge or skills. But, if this improvement in teacher skills actually occurred, did it necessarily translate into increased student learning? This is the question that this study sought to answer through assessing the effect of teacher remuneration strategies on students’ academic performance in public secondary schools in Trans-Nzoia County, Kenya. The study was guided by the Two-factor theory and the Goal-setting theory. The study embraced descriptive survey research design. The target population comprised of 2342 teachers, and a sample size of 779 respondents, being 30% of the total population. The study utilized questionnaires, interview guides, and document review to collect data. Cronbach's alpha was used to calculate the reliability coefficient, and the test-retest method was used to assess the consistency of the instruments in data collection. Data was analyzed using descriptive statistics such as frequencies, percentages and means; and inferential statistics which included chi-square and Pearson product moment correlation analysis. The qualitative data was reported verbatim in relation to the themes under study. Based on the findings, the study established that teachers’ remuneration has a significant effect on students’ academic performance in public secondary schools in Trans-Nzoia County. The researcher hopes that the study findings will help the government, educational policy makers’ and school management to adapt more strategies that are geared towards motivating teachers and in doing so elevating students’ academic performance.

The purpose of this study is to assess the role of parental characteristics on children's participation in primary education in Bureti Sub-County, Kericho, Kenya. The study's objectives were to establish the effects of parental income, to assess the influence of the education level of the parent, to determine the role of the household composition on children's participation in primary education in Bureti Sub-County; Kericho, Kenya. The theory of Investment Expenditure guided this study. This study employed a descriptive survey design. The proposed study used Krejcie and Morgan's table to determine the appropriate sample size of 170 respondents from target population was 457 people. The research used a simple random sampling technique, and data collection used questionnaires, semi-structured interviews, and documentary analysis. Pilot study enhanced the achievement of the content validity of the data collection tools. Subsequently, researcher carried out a test-retest approach to establish the reliability of the chosen instruments. Data collection was analyzed using descriptive statistics analysis by use of means and standard deviation. Statistical Package for Social Sciences (SPSS version 25.0) software was utilized. The analyzed data was presented using tables, graphs, and charts. The study findings would be help to policy makers in the education sector and particularly of urgency to key stakeholders like government, parents, teachers, and even scholars.

The aim of this study was to investigate the influence of socio-economic factors on academic performance in public primary schools in Kimilili Sub County, Kenya. This study was guided by the following objectives: - to establish the influence of parental level of education, to determine the influence of parental level of income, to examine the influence of family size, and to assess the influence of school type on academic performance in public primary schools in Kimilili Sub County, Kenya. Systems Theory of Organizations Development and the Theory of Educational Productivity guided this study. The target population was 3122 people, which comprised grade 8 students, 400 teachers, 50 deputy Headteachers, and 50 head teachers; from a total of 3,122, a sample size of 337 was selected. The researcher used a questionnaire as a method of data collection. The pilot study obtained a coefficient correlation of 0.75. This means that the research instruments were reliable for the study. In this case, the pilot study results showed a correlation coefficient of 0.75 making the questionnaire a reliable tool for data collection. In order to ascertain content validity, the supervisors in the School of Education, department of educational management of Mount Kenya University were consulted to validate the instrument. A letter was obtained for the Department of Education, Mount Kenya University to enable the researcher to get a research permit National Commission of Science Technology and Innovation. The researcher ensured the respondents of their confidentially in dealing with responses. The Statistical Package for Social Sciences (SPSS) was used to make a descriptive analysis to give percentages and frequency distribution that displayed data automatically for reporting on the influence of socio-economic factors on pupils ‘academic performance. The Coefficient of Determination or R square stood at 0.794, which means that about 79.4% of the proportion of total variations in the pupils ‘academic performance was explained by parental level of education, parental level of income, family size, and school type. The study recommends more pursuit of socio-economic factors as confirmed by the two applied theories to enhance pupils ‘academic performance in public primary schools. To realize the full benefits intended by the public primary schools in Kimilili Sub County, the management should ensure that socioeconomic factors that enhance pupils ‘academic performance in public primary schools are embraced.

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 was 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 analyzed 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 exist 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.

A school’s governing council of students is an unavoidable representation of its students where the same council is part of the school management. This study purposed to assess the influence of students’ governing council (SGC) in fostering the management of discipline in public secondary schools in Bungoma Central Sub-County, Kenya. The objectives of this research were: to investigate the influence of the students governing council preparations, students governing council traits, students governing councils resources requirement and students governing council succession strategies on the management of discipline in public secondary schools in Bungoma Central Sub-County Kenya. Systems and Participative Leadership Theory guided the study. The descriptive survey design for collecting information was used for it examines the situation as it is. The target population of 471 people comprised of 92 deputy principals and 379 SGC. Krejcie and Morgan table was used to determine a sample size of 214 respondents. The questionnaires were subjected to pilot test to ensure that research instruments were reliable. The results of the study indicated that schools where student councils were not involved in SGC preparations were characterized by high levels of indiscipline compared to those schools where students were involved in preparations process. Further, school where a student council is not involved in supporting the SGC traits was characterized by high levels of indiscipline than those that involved students in supporting SGC traits. A school where a student council did not support SGC resource requirements was characterized by high levels of indiscipline than those where student governing council resource requirements were supported. Finally, a school where a student council are not involved in supporting SGC succession strategies was characterized by high levels of indiscipline than those where student council was involved supporting SGC succession strategies. It is concluded that involving student council in supporting SGC traits influences discipline management. It is also concluded that supporting student governing council resource requirements influences discipline management. It is recommended that students be involved in preparations through selected student governing councils. This ensures that students are accommodated by building a sense of belonging to the school. It is also recommended that student councils be involved in supporting SGC traits. It is also recommended that student-governing councils be supported with enough resources and proper planning of the succession strategies.

This study purposed to investigate the influence of the head teachers’ leadership styles on pupils’ academic performance in Trans Nzoia West Sub County. The specific objectives of the study were to find out the influence of autocratic leadership style, to investigate the influence of democratic leadership style, to establish the influence of laisses faire leadership style and to determine the influence of charismatic leadership style of head teachers on pupils’ academic performance in Trans Nzoia West Sub County, Kenya. The study was pinned on Leadership Theories by Fielders’ Work. Descriptive survey research design was employed. A sample size of 302 respondents was determined from a target population of 1366 people using Krejcie and Morgan Table. Questionnaires were used in collecting primary data. The instrument was tested for reliability using Cronbach’s Alpha Reliability test while content validity was assessed using expert opinion. The study employed both descriptive and inferential statistics in analysis and used correlation and regression analysis as key analytical models. Results established varied disparities in pupils’ academic performance. Regression results demonstrated that head teachers’ leadership styles (autocratic, democratic, laisses faire and charismatic leadership style) all yield statistically significant influence on pupils’ academic performance. The Coefficient of Determination or R square stood at 0.763, which implied that 76.30% of the variation in the pupils’ academic performance was explained by variability in the variables under head teachers’ leadership styles (autocratic, democratic, laisses faire and charismatic leadership style). Pearson Correlation Analysis results further demonstrated a positive relationship between all head teachers’ leadership styles assessed; autocratic, democratic, laisses faire and charismatic leadership style on pupils’ academic performance. The study recommends more pursuit of head teachers’ leadership styles as demonstrated in the Fielders’ Work framework to enhance pupils’ academic performance. Investors, school management, government, researchers and academicians will greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced pupils’ academic performance.