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.

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.