SCHOOL CLIMATE AND ACADEMIC ACHIEVEMENT OF STUDENTS AT KCSE IN PUBLIC SECONDARY SCHOOLS IN BONDO SUB-COUNTY, KENYA

Abstract

ABSTRACT This study sought to establish the relationship between school climate and academic achievement of students at KCSE in public secondary schools in Bondo Sub County. The study was guided by four research questions: To what extent does principal’s leadership relate to academic achievement in public secondary schools in Bondo sub-county? How does teaching and learning resources relate to academic achievement in public secondary schools in Bondo sub-county? What is the relationship between quality of teachers and academic achievement in public secondary schools in Bondo sub-county? What is the relationship between size of the school and academic achievement in public secondary schools in Bondo sub-county? The study applied the Scientific Management Theory whose four principles have been applied in education institutions in order to create effective management and administration. The study adopted mixed method research design. The target population comprised of 41 principals 492 heads of department and 820 students in 41 public secondary schools in Bondo Sub County. Stratified random sampling, simple random and purposive sampling techniques were used to identify the sample. Questionnaire, interview guide and document analysis were used to collect data. Cronbach Alpha Coefficient of 0.799 was used to test for reliability of quantitative instruments while trustworthiness of qualitative tools and process was established. Quantitative data were analyzed using descriptive statistics and findings presented in tables, frequencies and percentages. Qualitative data were analyzed thematically guided by research questions and report given in narrative form and direct quotes. Hypothesis was tested at the 0.05 level of significance using Pearson correlation coefficient. The findings revealed that there is a positive relationship between school climate and academic achievement of students. The study recommended that principals should ensure they supervise and monitor the implementation of curriculum, ensure the use of professional documents, support teachers to attend professional development programs, the Ministry of Education equip schools with adequate teaching and learning resources, TSC to recruit and post more teachers in schools