DETERMINING WHETHER PROVISION OF SCHOOL RESOURCES BY PRINCIPALS HAS INFLUENCE ON LEARNERS’ RETENTION IN PUBLIC SECONDARY SCHOOLS IN MALINDI SUB-COUNTY
Abstract
The aim of this study was to determine whether provision of school resources by principals has influence on learners’ retention in public secondary schools in Malindi Sub-County. This study adopted Beatty Guenter’s 1994 Theory of Students Retention. It adopted a mixed research method, specifically a convergent parallel mixed method design to collect both qualitative and quantitative data where both cross-sectional survey and the phenomenology design were used. The researcher targeted one Sub-County Director of Education, 29 principals, 453 teachers and 3760 students of public secondary schools in Malindi Sub-County. The sample size was 531 participants. The probability sampling techniques used were stratified and simple random sampling to select 136 teachers and 376 students of public secondary schools while the non-probability technique used were purposive sampling technique to select Sub-County Director of Education and 9 principals. Data was collected through questionnaire and in-depth interview guides. The instruments were subjected to both face and content validity. Cronbach Alpha determined the reliability of Quantitative data. Qualitative and quantitative data was concurrently collected and analyzed. Quantitative data collected was analysed using Statistical Package for Social Sciences version 24 that generated descriptive statistics such as frequencies and percentages that summarized data and presented. Qualitative data was organized into themes and presented using narratives and direct quotes. Ethical principles were considered in the whole research process. The findings reveled that provision of school resources by principals has influence on learners’ retention in public secondary schools in Malindi Sub-County. It was further established that principals have been struggling to provide resources in public secondary schools which has affected the retention of learners in most schools. The study therefore recommended that stake holders such the government, principals, teachers and parents work together to provide resources such as books and uniforms in order to improve the retention of learners in public secondary schools in Malindi Sub-County.
Keywords: Determining, provision, School, resources, principals, influence, learners, retention.
References
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Adejumobi, F. T., & Ojikutu, R. K. (2013). School Organizational Climate and Performance in Lagos State, Nigeria. Discourse Journal of Educational Research, 1(2), 26-36.
Antoniou, P. (2013). Development of research on school leadership through evidence-based and Theory driven approaches: a review of school leadership effects revisited. School Effectiveness and school improvement. Australian Journal of Education, 24 (1), 122-128.
Balwant, P. T. (2016). Transformational instructor-leadership in higher education teaching: A meta-analytic review and research agenda. Journal of Leadership Studies, 9, 20-42.
Barret, C. & Breyer, R. (2019). The Influence of Effective Leadership on Teaching and Learning. Journal of Research Initiative, 1(2), 001-011.
Bass, B. M. (2003). Leadership and performance beyond expectations. New York: Free Press.
Bass B. M (1998). Leadership and performance beyond expectations. New York: Free Press.
Beatty-Guenter, P. (1994). Studying distance education at community colleges. Journal of Applied Research in the Community College, 10(2), 119-126.
Best, J. W., & Kahn, J. V. (2006). Research in education, Boston.
Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways? Journal of Educational Administration, 54(5), 609-622.
Botha, R. J. 2014. “Excellence in Leadership: Demands on the Professional School Principal.” South African Journal of Education, 24(3), 239–243.
Brandt, R. M., (2017). Targeted apoptosis of senescent cells restores tissue homeostasis in response to chemotoxicity and aging. Cell, 169(1), 132-147.
Burns, J. M. (1978). Leadership. New York: Harper and Row.
Cohen, H.-T., (2016).The Impact of Transformational Leadership on the Organizational Citizenship Behavior and Turnover Intention of Kindergarten Staff. (Master’s Thesis), Henan University, Kaifeng, China.
Creswell, J. W. (2018). Reseach Design: Quantitative, Qualitative and Mixed Methods Approach, (4 th ed). Los Angeles: Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. (3rd ed). Los Angeles. Sage Publications.
Damanik, E., & Aldridge, J. (2017). Transformational leadership and its impact on school climate and teachers’ self-efficacy in Indonesian high schools. Journal of School Leadership, 27(2), 269-296.
Day, C., Gu, Q., & Sammons, P. (2017). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
Duke IV, R. T., & Tenuto, P. L. (2020). Creating Communities of Support within Alternative Settings: Perspectives of Practicing Alternative School Administrators. Journal of School Leadership, 30(1), 23-41.
Fisher, M., Gallino, S., & Li, J. (2017). Competition-based dynamic pricing in online retailing: A methodology validated with field experiments. Management Science, 64(6), 2496-2514.
Fullan, M., Rincón-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education policy analysis archives, 23(15), 1-22.
Glen, S. (2017). Problem-based learning in nursing: A new model for a new context. London. Macmillan International Higher Education.
Gray, J., and M. Hackling. 2016. “Wellbeing and Retention: A Senior Secondary Student Perspective.” The Australian Educational Researcher, 36(2), 119–145.
Gupta, A. (2019). Leadership development and practical management. Retrieved May 20, 2021, from http://practical-management.com/Leadership-Development/feed/atom.htm.
Hackett, P., & Hortman, J. (2018). The relationship of emotional competencies to transformational leadership: Using a corporate model to assess the dispositions of educational leaders. Journal of Educational Research & Policy Studies, 8(1), 92-111.
Hauserman and Sheldon L. S., (2018). The Leadership Teachers want from Principals: Transformational, Canadian Journal of Education, 36(3), 184-203.
Hines, J., (2019). MDM2-recruiting PROTAC offers superior, synergistic antiproliferative activity via simultaneous degradation. Cancer research, 79(1), 251-262.
Kilifi County Development Profile, (2019). Kenya vision 2030: Towards a globally competitive and prosperous nation. Nairobi: Kenyan government publishing Service.
Kothari, C. R. (2016). Research Methodology Methods and Techniques (second revised Edition, New Age International Publishers, and New Delhi.
Kothari, C., & Garg, G. (2014). Research Methodology: Methods and Strategy. New age international. New Delhi.
Leithwood, K., & Jantzi, D. (2018). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and school improvement, 17(2), 201-227.
McCarley, T. A., Peters, M. L., & Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration.
MoE (2015). A Policy framework for education: Aligning education and training to the
Constitution of Kenya (2010) and Kenya Vision 2030 and beyond. Nairobi: Government Printer. Qualitative approaches: Nairobi Kenya; Africa Centre for Technology Studies (ACTS) Press.
Nwobodo, R., Donatus, F., & Agusiobo, H. C. (2017). Relationship between school climates and academic adjustment of students in secondary schools in Enugu State. International Journal of Education, 2(1), 1-16.
Obama, M. O., Akinyi, L. E., & Orodho, J. A. (2016). Principals’ Leadership Style and Students’ Academic Performance in Public Secondary Schools in HomaBay County, Kenya. International Journal of Education and Research, 6(7), 1-6.
Onuko, J. A. (2012). Impact of bursary schemes on retention of students in public secondary schools in Gem district, Kenya (Doctoral dissertation, The University of Nairobi).
Ogola, M., Sikalieh, D., & Linge, T. (2017). The Influence of Idealized Influence Leadership Behavior on Employee Performance in Small and Medium Enterprises in Kenya. European International Journal of Science and Technology, 6(3), 47-62.
Otundo, J. O., & MacGregor, S. K. (2019). Effect of Situational Interest and Social Support on College Students' Physical Activity Motivation: A Mixed Methods Analysis. Physical Educator, 76(2), 502-523.
OECD (2018), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris.
Peterson-Ahmad, M. B., Stepp, J. B., & Somerville, K. (2018). Teaching pre-service teachers how to utilize web 2.0 platforms to support the educational needs of students with disabilities in general education classrooms. Education sciences, 8(2), 80-90.
Plano Clark, V., & Ivankova, N. (2016). How to assess mixed methods research? Considering mixed methods research quality. Mixed Methods Research: A guide to the field, 161-188.
Pounder.J. (2018). Quality Teaching through Transformational Classroom Leadership, Quality Assurance in Education, 22 (3), 273-285.
Quin, J., (2019). Comparison of Transformational Leadership Practices: Implications for Sch ool Districts and Principal Preparation Programs. Journal of Leadership Education, 14(3).
Ryan, A. (2015). Writing your thesis. Mace Press.
Santiago Fink, H. (2016). Human-nature for climate action: Nature-based solutions for urban sustainability. Sustainability, 8(3), 254-265.
Sapungan, G.M. & Sapungan, R. M. 2014. Parental Involvement in Child’s Education: Importance, Barriers and Benefits. Asian Journal of Management Sciences and Education, 3(2), 42-48.
Sahin, S., Arseven, Z., & Kiliç, A. (2016). Causes of Student Absenteeism and School Dropouts. International Journal of Instruction, 9(1), 195-210.
Sagor, R. D., & Williams, C. (2016). The action research guidebook: A process for pursuing equity and excellence in education. Corwin Press.
Schein, E. H. (2019). Organizational culture and leadership. John Wiley & Sons.
Selvam, S.G. (2017). Understanding and studying social transformation in Africa. African Journal of Social Transformation, 1(1), 1-12.
UNESCO (2018). Education for All: Global monitoring report. Paris: UNESCO.
UNICEF (Ed.). (2017). Harrowing Journeys: Children and youth on the move across the Mediterranean Sea, at risk of trafficking and exploitation. UNICEF. United Nations Education Science and Cultural Organization (2012) Education for All Global MonitoringReport.PolicyPaper04.Retrieved:
Wiyono, B. B. (2018). The effect of self-evaluation on the principals’ transformational leadership, teachers’ work motivation, teamwork effectiveness, and school improvement. International Journal of Leadership in Education, 21(6), 705-725.
Published
2022-05-12
How to Cite
Mwangangi, C. M., Okemasisi , K., & Odhiambo , T. (2022). DETERMINING WHETHER PROVISION OF SCHOOL RESOURCES BY PRINCIPALS HAS INFLUENCE ON LEARNERS’ RETENTION IN PUBLIC SECONDARY SCHOOLS IN MALINDI SUB-COUNTY. African Journal of Emerging Issues, 4(4), 90 - 104. Retrieved from https://ajoeijournals.org/sys/index.php/ajoei/article/view/283
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