Impact of Frequency of Principal Delocalization on Students' Academic Performance in Trans Nzoia County Secondary Schools

• Author(s): Francis Thande Mwaura ; Enos Ezine ; F. Njihia Gacathi
• Paper ID: 1705205
• Page: 114-122
• Published Date: 20-11-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 7 Issue 5 November-2023

Abstract

In the context of secondary school principals, delocalization refers to the practice of reassigning or transferring principals from one school to another within a district or region. It is typically carried out as part of administrative restructuring efforts or leadership development initiatives aimed at enhancing educational outcomes and promoting effective school leadership. Despite the implementation of delocalization practices in Trans Nzoia County, there is a need to examine the specific impact of delocalization on students' academic performance. The effectiveness of delocalized principals in improving student outcomes remains unclear, and there is a lack of comprehensive research addressing the factors influencing academic performance in schools with delocalized principals. The purpose of this study is to investigate how the frequency of delocalization of secondary school principals impacts students' academic performance in Trans Nzoia County.This research employs a descriptive research design. The target population for this study consists of secondary school students in Form 3 and Form 4 who are currently enrolled in the 142 public secondary schools within Trans-Nzoia County, Kenya. The research uses the Krejcie and Morgan table of (1970) to determine the sample size. Based on the Krejcie and Morgan table, a sample size of approximately 104 is appropriate for a target population of 142 schools. The sample size consists of 4 students from each of the 104 secondary schools, totaling 416 students. Additionally, a Principal and a Director of Studies from each school are included, resulting in a total sample size of 624 participants.The study conducted in Trans Nzoia County secondary schools reveals that frequent principal delocalization has a significant negative impact on students' academic performance. The constant turnover of principals leads to disruptions in educational leadership, resulting in inconsistent instructional practices and a lack of coherent strategies for academic success. Building effective relationships between students and principals is challenging due to the frequent changes, affecting student engagement and motivation. Moreover, the stability and consistency of the school climate and support systems are disrupted, leading to a lack of continuity in academic support and extracurricular activities. The potential loss of institutional knowledge and expertise further hinders effective decision-making and strategic planning. These findings emphasize the need for minimizing principal changes and implementing supportive measures to ensure stability and continuity for students' academic success in Trans Nzoia County secondary schools.

Keywords

Frequency of Principal Delocalization, Students’ Academic Performance

Citations

IRE Journals:
Francis Thande Mwaura , Enos Ezine , F. Njihia Gacathi "Impact of Frequency of Principal Delocalization on Students' Academic Performance in Trans Nzoia County Secondary Schools" Iconic Research And Engineering Journals Volume 7 Issue 5 2023 Page 114-122

IEEE:
Francis Thande Mwaura , Enos Ezine , F. Njihia Gacathi "Impact of Frequency of Principal Delocalization on Students' Academic Performance in Trans Nzoia County Secondary Schools" Iconic Research And Engineering Journals, 7(5)