Appointment Type of Principals on Students' Academic Performance in Trans Nzoia County Secondary Schools

• Author(s): Francis Thande Mwaura ; Enos Ezine ; F. Njihia Gacathi
• Paper ID: 1705228
• Page: 167-173
• Published Date: 24-11-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 7 Issue 5 November-2023

Abstract

Locally appointed principals refer to individuals who are selected for the principalship position from within the school or district itself. These individuals typically have a strong familiarity with the local context, including the school's culture, community dynamics, and educational challenges. 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 examine how the appointment type of principals (locally appointed vs. delocalized) impacts students' academic performance in secondary schools of Trans Nzoia County. The research employed a descriptive research design to examine the impact of principal appointment types on students' academic performance in secondary schools in Trans Nzoia County. The study focused on two types of principals: locally appointed principals, who are selected from within the school or district, and delocalized principals, who bring external perspectives to the school environment. The research aimed to gather insights into the advantages and challenges associated with each appointment type and their effect on student outcomes. The target population consisted of secondary school students in Form 3 and Form 4 from the 142 public secondary schools in Trans-Nzoia County, Kenya. The sample size was determined using the Krejcie and Morgan table, resulting in a sample of 416 students (4 students from each of the 104 selected schools). Additionally, the study included the participation of a Principal and a Director of Studies from each school, bringing the total sample size to 624 participants. Through interviews with deputy principals and directors of studies, the research aimed to gather valuable information on the perceived impact of principal appointment types on students' academic performance in the county.This study investigated into the examination of the appointment type of principals and its impact on students' academic performance in Trans Nzoia County Secondary Schools. Through interviews with deputy principals and directors of studies, valuable insights were gathered regarding the advantages and challenges associated with both locally appointed and delocalized principals. The findings revealed that locally appointed principals were perceived to have a better understanding of the local community's needs, leading to enhanced community engagement and support. On the other hand, delocalized principals were recognized for bringing fresh perspectives and innovative ideas to the school environment. However, challenges were also identified for each appointment type, such as biases and resistance to change for locally appointed principals, and potential disconnect and unfamiliarity with the local community for delocalized principals.

Keywords

Appointment Type of Principals, Students' Academic Performance

Citations

IRE Journals:
Francis Thande Mwaura , Enos Ezine , F. Njihia Gacathi "Appointment Type of Principals on Students' Academic Performance in Trans Nzoia County Secondary Schools" Iconic Research And Engineering Journals Volume 7 Issue 5 2023 Page 167-173

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