Relationship Between Boards of Management Practices and Students’ Performance at Kenya Certificate of Secondary Education in Kitui and Makueni Counties, Kenya
Secondary school management has been found to be the second important factor after teaching to have a tremendous effect on students’ academic performance. However, BOMs quality of management has been questioned by many studies in Kenya and other countries. Based on this understanding, this study investigated the relationship between BOMs practices and students’ KCSE performance in Kitui and Makueni Counties as the two counties have had a persistent poor KCSE performance yet the area has not sufficiently been investigated. The study objectives were to: assess the relationship between BOMs’ financial resource management practices and students’ KCSE performance; establish the relationship between BOMs’ human resource management practices and students’ KCSE performance; examine the relationship between BOMs’ physical and material resource management practices and students’ KCSE performance; determine the relationship between BOMs’ students’ welfare management practices and students’ KCSE performance and lastly, to determine the extent to which financial, human, physical and material and students’ welfare management practices predict students’ KCSE performance. The study was anchored on Open Systems Theory and used correlation research design. The target population was 10,010 respondents composed of 9295 board members and 715 principals. Purposive, stratified, Krejcie and Morgan table, and systematic random sampling techniques were used to sample 709 BOM members and 54 principals. Questionnaires were used to collect data from BOM members and an interview schedule collected data from the principals. Statistical Package for Social Sciences (SPSS) was employed to process and organize the data. Descriptive statistics namely, means computed the extent boards participated on the practices with a mean below 2 being considered low, 2 to 3.5 moderate and above 3.5, high participation. Descriptive analysis found boards’ participation in the four management practices being moderate to high. Further, correlation analysis revealed that the four board’s practices correlated significantly with students’ performance with the following coefficient: finance (r=0.538, p-value <0.01), human resource (r=0.536 p-value <0.01), physical and material, (r=0.507, p-value <0.01) and students’ welfare (r=0.554, p-value <0.01). The four null hypotheses were rejected because the P values were below 0.05, the level of significant used for this study. Additionally, regressions analysis showed that boards’ practices contributed significantly to students’ performance with physical and material resource being the most important predictor. This study concludes that BOMs participation in management practices influenced students’ performance. The study, recommends that the Ministry of Education should do induction/training programmes for board members in the following areas: In xvi finance: strategic plans, books of accounts supervision, and budgeting. In human resource: staffing needs identification, discipline, and linking school and community. On physical and material: creating adequate space for students, availing reliable WIFI, power and water supply, and school security. On students’ welfare: students’ discipline, data use and feedback to guide policy. This induction/ training should be done through workshops and seminars.