Influence of governance practices on students’ performance in Kenya certificate of secondary education in Bondo district, Siaya county, Kenya

Abstract

The purpose of this study was to determine the influence of Governance practices on students’ performance in Kenya Certificate of Secondary Education in Bondo district, Kenya. The study objectives sought to examine the influence of teachers’ monetary reward, target setting, out of school trips and academic committees on students’ performance in Kenya Certificate of Secondary Education. The study adopted Agency theory which postulates that the BOG members play agency for the Ministry of Education science and Technology. It also employed descriptive survey design. The target population consisted of 36 secondary schools in Bondo district thus, 36 principals, 540 teachers and 360 board of governors. The study used a sample size of 20 per cent as suggested by Mugenda and Mugenda (1999). The sample size therefore was 18 principals, 72 board of governors and 108 teachers. Out of the sample size and out of 18 principals, 10 returned the questionnaires, this was 55.6% and out of 72 boards of governors 50 returned the questionnaire which is 69.4%. Out of 108 teachers 80 returned the questionnaires, this was 74.07% the instruments used in the study were questionnaires for the principals, teachers and board of governors. Data was then analyzed and presented using pie charts, tables and bar graphs. Findings of the study revealed that monetary rewards for teachers improved learners’ performance. Out of school trips offered very high knowledge retention thus improving performance. On the other hand, a few number of the teachers interviewed had a feeling that targets set to the teachers had very little influence on the learners’ performance hence suggested that targets be set to students. Based on the findings, governance practices in schools have overbearing influence on performance in Kenya Certificate of Secondary Education. The practices discussed in this study were found to be very instrumental as far as performance of the learners were concerned. The study therefore suggested that schools allocate some funds to enable students have at least a few out of school trips as this was found to increase concept retention. A good working relationship within the institution learners’ performance in Kenya Certificate of Secondary.