Moderating Effect of Principal’s Leadership on the Relationship between School Board Efficacy and Students’ Academic Performance in Selected Secondary Schools in North Rift Kenya

Authors

  • Florence Chesseret Moi University Author
  • John Mugun Boit Moi University Author
  • Catherine Kiprop Moi University Author

Keywords:

Board of Management Efficacy, Principal Leadership, Moderation, Student Academic Performance

Abstract

School Boards have a definitive role in school outcomes and schools require effective leadership in order to provide the best possible education for their learners. The purpose of this study was to establish the moderating effect of the principal’s leadership on the relationship between Board of Management (BOM) efficacy and student’s performance in selected secondary schools in the North Rift of Kenya. Cross sectional survey design was employed for this study. Multistage, stratified and simple random techniques were used to select 358 teachers who were administered with questionnaires in the counties of Uasin Gishu, Elgeyo Marakwet and Nandi out of a target population of 6,678 teachers. Reliability of the instrument was tested by use of Cronbach alpha. Hayes (2018) PROCESS macro version 4.2 model 1, descriptive and multiple regression were used to analyze the data. The findings indicated that principal leadership moderates the relationship between BOM efficacy and student academic performance (b=.07, p=<.01). The study concludes that principal leadership plays a significant moderating role in strengthening the relationship between BOM efficacy and students' academic performance. The study recommends strengthening principal leadership capabilities and promoting effective collaboration with BOMs in secondary schools in order to bolster student success and improve overall educational outcomes. These findings have implications for policy and practice, highlighting the need for targeted interventions aimed at developing and strengthening principal leadership capacity and promoting effective BOM governance structures in secondary schools.

Author Biographies

  • Florence Chesseret, Moi University

    Florence Chesseret is a doctoral student of Educational Management Programme in the Department of Educational Management and Policy Studies. She holds a Bachelor of Education from Kenyatta University (first class honours) and a masters in Management in Education and Training from University of Wales, Carmarthen (UK). She is currently working as an administrator in Moi University.

  • John Mugun Boit, Moi University

     

    Prof. John Mugun Boit is a Professor of Educational Policy and Management at Moi University. He holds a PhD and Master’s degree in Higher Education Policy from the University of Bristol, United Kingdom and a Bachelor of Education with First Class Honours from the University of Nairobi, Kenya. He teaches Economics of Education courses and Quantitative Research Methodologies at postgraduate Level. He has provided consultation for significant initiatives including the Koech Commission on Totally Integrated Quality Education and Training (TIQET), contributed a chapter on Education Cost Resourcing and Financing in 21st Century Kenya and aided the Commission for University Education (CUE) in determining the unit cost of higher education in Kenya. He has published extensively in peer-re-viewed journals as well as co-authored books on Educational Policy, Management, and Quantitative Research.

     

  • Catherine Kiprop, Moi University

    Prof. Catherine Kiprop is a Professor of Educational Policy and Management at Moi University. She holds a PhD in Educational Management and Leadership from Nelson Mandela University, South Africa and Masters degree in the same field from Egerton University and a Bachelor of Education from Moi University, Kenya. Prof. Kiprop is the outgoing Director, Institute of Gender, Diversity and Peace Studies (IGDPS), Moi university. She is also a member of the graduate faculty for the East and South African Centre of Excellence for Educational Research Methodologies and Management (CERM-ESA) project funded by DAAD among several other engagements. Catherine has published widely in peer-reviewed journals and her areas of interests in research include: Strategic management in education, School discipline, gender and leadership

     

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Published

21-08-2024

How to Cite

Moderating Effect of Principal’s Leadership on the Relationship between School Board Efficacy and Students’ Academic Performance in Selected Secondary Schools in North Rift Kenya. (2024). The Educator: A Journal of the School of Education, Moi University, 4(2), 65-80. https://journals.mu.ac.ke/index.php/edj/article/view/423

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