Principals’ and Deputy Principals’ Perceptions of the Effect of Quality Control Practices on the Academic Achievement of Public Secondary Schools in Kakamega County, Kenya

Violet Odenda Namuhisa; Judith Achoka; Judah M.  Ndiku

doi:10.51867/ajernet.5.4.169

Authors

Violet Odenda Namuhisa Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0009-5896-114X
Judith Achoka Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-1958-5569
Judah M. Ndiku Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0003-1681-5282

DOI:

https://doi.org/10.51867/ajernet.5.4.169

Keywords:

Academic Achievement, Kakamega County, Perceptions, Public Secondary Schools, Quality Control Practices

Abstract

Though internal quality and standards assessments has the potential to improve the academic achievement of public secondary schools, there are no clearly laid down procedures on how to manage internal quality standards in public secondary schools in Kakamega county. Consequently, the structures and procedures that are followed during the external quality and standards assessments are absent in the internal quality and standards assessments. The problem then is that internal quality and standards assessments are not taken seriously in public secondary schools in Kakamega County. This study specifically sought to analyse the principals’ and deputy principals’ perceptions on the effect of quality control practices on the academic achievement of public secondary in schools Kakamega County, Kenya. The study was guided by School-Based Management Theory. A descriptive research design was used. The target population was 415 principals and 415 Deputy Principals. Stratified and purposive sampling technique was used. The sample comprised of; One hundred principals, 100 deputy principals. The research instruments were; Questionnaires and interview schedule. Descriptive analysis was done using frequencies and percentages while inferential analysis was performed using Chi-square Analysis and Pearson product moment. The chi-square analysis revealed no significant difference in stakeholder’s perceptions on the effect of schools' quality control practices and academic performance in public secondary schools in Kakamega County, Kenya at a p value p > 0.05. In conclusion the stakeholders perceived that internal quality and standards assessments in secondary schools in Kakamega county Kenya made a difference in academic achievement of learners. The study recommended that a personnel in charge of quality and standards assessment be posted in schools to do the monitoring, reporting and follow ups of recommendations on quality and in public secondary schools in Kakamega County.

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