SCHOOL ADMINISTRATORS’ RESPONSE TO SOCIALLY CHALLENGED STUDENTS TOWARDS ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN BONDO SUB-COUNTY, KENYA

Abstract

ABSTRACT The purpose of this study was to assess the school administrators’ response to socially challenged students towards academic achievement in public secondary schools in Bondo Sub-County, Kenya. The study questions were the extent to which awarding of bursaries by administrators to learners from low socioeconomic background in Bondo sub-County assist in their academic achievement, ways in which guidance and counseling assist administrative teams of secondary schools in Bondo sub-County to respond to the needs of learners from low socioeconomic background, the methods used by head teachers to monitor the academic performance of students from low socioeconomic background who are receiving support from the school administrative teams in Bondo sub-County, the challenges encountered by the school administration teams ’in responding to learners from low socioeconomic background and other measures that could be established to improve the current strategies for improvement of academic performance in Bondo sub County. This study was based on Capability theory developed by ArmatyaSen and Martha Nussbaum. The target population for this study was all the 35 public secondary schools, 35 principals, 35 guidance and counseling staff, 570 teachers and 2450 form four students from public secondary schools in Bondo sub-county. This study employed both descriptive and Phenomenology research designs. In this study, stratified sampling, simple random sampling, systematic sampling and purposive sampling techniques were used. Cronbach’s Alpha technique was used to determine the reliability for quantitative data items while credibility and dependability determined reliability of qualitative items. Quantitative data was analyzed using descriptive statistics such as frequencies and percentages, and presented using tables. Qualitative data from interview guides was analyzed using content analysis. All ethical considerations were observed. Majority of the socio-economically challenged students either perform below average (C-to D+) or at average (C). The bursary was effective in improving academic achievement socio-economically challenged students. Bursaries offset much of the beneficiary’s school fees enabling students to participate in learning activities. Guidance and counselling help students to deal with academic challenges, relationships, problem solving, discipline, and coping with life skills. The most common tools used to monitor students’ academic performance were Continuous Assessment Tests (CATS) while practical and projects were rarely used assess students. The greatest challenges encountered by the school administrative teams ‘in responding to learners from low socioeconomic background are financial challenges, lack of transparency in bursary allocation, and lack of skilled guiding and counselling staff. Measures to improve academic performance included increasing bursary allocation, fair allocation of bursary, training teacher counsellors, encouraging parents to support socio-economically challenged, partnership with non-governmental organizations, and providing scholarship for needy students.