Investigating the Effect of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance: Insights from Kenya Certificate of Secondary Education

Thomas Odongo Ololo; Mary Anyango Onditi; Benard Mwebi

doi:10.56225/ijassh.v3i2.299

Authors

Thomas Odongo Ololo Department of Curriculum and Educational Management, Jaramogi Oginga Odinga University of Science and Technology, 210-40601 Bondo, Kenya
Mary Anyango Onditi Department of Curriculum and Educational Management, Jaramogi Oginga Odinga University of Science and Technology, 210-40601 Bondo, Kenya
Benard Mwebi Department of Curriculum and Educational Management, Jaramogi Oginga Odinga University of Science and Technology, 210-40601 Bondo, Kenya

DOI:

https://doi.org/10.56225/ijassh.v3i2.299

Keywords:

Principals’ leadership practices, Allocation, Teaching and learning resources, Academic performance, Kenya

Abstract

This study investigates the impact of principals' allocation of teaching and learning resources on academic performance in the Kenya Certificate of Secondary Education (K.C.S.E.) in public schools. Grounded in Von Bertalanffy's General Systems Theory, this study employed a mixed-method explanatory sequential design, prioritizing quantitative methods followed by qualitative methods. The target population comprised 4,691 participants: 340 principals, 1,360 heads of departments (H.O.Ds), and 2,991 teachers. A sample of 451 respondents was selected using proportionate stratified random sampling for 85 schools, 114 H.O.Ds and 252 teachers, with census sampling for national and special schools and purposive sampling for 85 principals. Data were collected through questionnaires and interview guides, ensuring content, criterion, construct, and face validity via expert evaluation and reliability through Cronbach's alpha (≥0.7). Quantitative data were analyzed using SPSS-29, while qualitative data were subjected to thematic analysis and integration with phase one findings. Descriptive statistics are presented in tables and graphs, as well as inferential statistics, including Pearson's correlation coefficients, ANOVA, and regression coefficients. The results reveal a moderately positive relationship (r=0.072, p≤0.05) between resource allocation and K.C.S.E. performance, thus supporting the hypothesis that resources are inadequate. The principal identified inadequate funding as a significant issue. The findings aim to inform corrective actions for poor academic performance, and further research on principals' leadership skills and their impact on K.C.S.E. performance is recommended.

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