Strategic Planning Practices and Performance of Secondary Schools in Narok North Sub-County, Kenya
Kisaika, Sammy Rorat
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The Kenya Certificate of Secondary Examination performance in Narok has been below average. 80 % of school performance in the County lag behind schedule and only music activities are carried out annually at the national level. This has raised a big concern in the county on education matters. The main objective of the study was to investigate the effect of strategic planning practices on secondary school performance in Narok North Sub County, Kenya. Specific objectives of this study were to assess the impact of direction setting, resource allocation, monitoring & evaluation, and management resolutions on performance of secondary schools. Goal Setting theory, Resource Based theory , Education Production Function and Stakeholder theories were employed in the study. The study used descriptive statistics. The study area was Narok North Sub County. The target population of the study was 19 public Secondary schools. The respondents included 19 heads of schools, 19 deputy head teachers, 19 heads of departments and 57 boards of management members forming 114 respondents in total. Since the population was manageable, census was employed in the study. The study utilized the primary data which was obtained using questionnaires. To determine the validity and reliability of questionnaires, a pilot study was performed. The Content validity and reliability was determined by expert judgment from my supervisor. Descriptive statistics in form of frequencies, percentages as well as measures of central tendencies were used to summarize the data. Both the Pearson correlation and Linear Regression Techniques was used to test the research hypotheses. The overall effect of the independent variables (strategic direction setting, allocation of resource, monitoring and evaluation and decision making) was regressed against the dependent variable (Secondary school performance). Findings from the study were that strategic direction and performance have a statistically significant linear relationship (r=.849, p < .5). Analysis and Evaluation and performance were statistically significant with a linear relationship (r=.290, p < .05). The study established that decision making practices and performance have a statistically significant linear relationship (r=.273, p < .05). The study concluded that strategic direction, resource allocation, monitoring, evaluation and analysis and decision making were significant to the performance of secondary schools. Based on the findings, the study suggests that top management embrace strategic practices as vital contributors to higher performance in secondary schools.