Factors influencing implementation of projects in public secondary schools in Mathira constituency, Nyeri county, Kenya

Abstract

Academic performance of pupils in public secondary schools is greatly influenced by facilities available within the school; therefore the purpose of this study is to determine the factors that influence implementation of projects in public secondary schools in Mathira Constituency. The study is guided by the following objectives: to establish the extent schools heads management skills influence implementation of projects, to assess the extent to which stakeholders involvement influence implementation of projects in public secondary schools, to determine the extent to which availability of funds influence implementation of projects in public secondary schools, to establish the extent to which procurement procedure influence implementation of projects in public secondary schools. The study was conducted in Mathira Constituency, Nyeri County and covered all the thirty three (33) schools. The researcher adopted the questionnaire method. The population comprised of thirty three principals (33), 33 BOG members acting on behalf of sponsors and 33 PTA members in all the schools in the study area. A pilot study was conducted in one school to help in improving validity and reliability of questionnaires. The researcher used statistical package for social studies SPSS version 20.0 to analyze the data that was collected for study. The data was then presented in tables, frequencies and percentages. This study will contributed to the already existing literature and also provided a foundation for prospective reader to better understand literature regarding project implementation in public secondary schools. The study establishes that school heads management skills, stakeholders involvement, availability of funds and procurement procedures have significant influence on implementation of projects in public secondary schools in Mathira Constituency in Nyeri County. The findings reveals that school heads are equipped with knowledge of management of projects in schools in spite of the training, most of them continue to encounter challenges as they execute project activities. The study recommends that school heads should continuously and systematically be prepared and be developed through professional training in management immediately after appointment and afterwards.