Volume 16, Issue 1, June 2015, Pages 210–216
Jepkoech Teresiana1, Muriel Timothy2, and Evans Ogoti3
1 Catholic University of Eastern Africa, Kenya
2 Catholic University of Eastern Africa, Kenya
3 Catholic University of Eastern Africa, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Retention of students in secondary schools is an important move as it gears towards the fulfilment of convections which advocates for Education For All (EFA). Many of the studies already conducted have examined the theories that relate to student departure/retention more than the role of institutions in students' retention. As such, the author sought to examine the administrative strategies employed by various school administrators to guarantee secondary school students' retention in Aldai Constituency. The study also sought to explore the challenges faced by school administrators in their application of administrative strategies to ensure students' retention. The study adopted a mixed methods research design. The target population comprised public secondary schools in Aldai Constituency, their respective administrators, classroom teachers and Form Three students. Secondary schools were selected using stratified random sampling technique. The basis of stratification was school type. School administrators were purposively sampled. Simple random sampling technique was employed in selecting the classroom teachers. Questionnaire, interview schedule and content analysis were the main instruments of data collection. Both qualitative and quantitative data were collected for the study. Qualitative data was analyzed descriptively by computing frequency counts, percentages and measures of central tendency. Multi-linear regression analysis was computed to establish the most ideal administrative strategy that could be employed to ensure maximum students' retention. The study established that school administrators employ free communication, provision of bursaries and grants, enhancement of school culture and raising of school motivation levels administrative strategies in ensuring students' retention. They, however, encounter social, school and home-based challenges in their administration. The study recommends that free and open-communication should be reinforced and applied by all school administrators since it ranked highest in influencing students' retention. The study also recommends that the government should increase budgetary allocation for school bursaries and grants to ensure that needy students from vulnerable backgrounds complete their education.
Author Keywords: Administrative Strategies, Administrators, Student Retention, Public Secondary Schools, Aldai Sub-County, Kenya.
Jepkoech Teresiana1, Muriel Timothy2, and Evans Ogoti3
1 Catholic University of Eastern Africa, Kenya
2 Catholic University of Eastern Africa, Kenya
3 Catholic University of Eastern Africa, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Retention of students in secondary schools is an important move as it gears towards the fulfilment of convections which advocates for Education For All (EFA). Many of the studies already conducted have examined the theories that relate to student departure/retention more than the role of institutions in students' retention. As such, the author sought to examine the administrative strategies employed by various school administrators to guarantee secondary school students' retention in Aldai Constituency. The study also sought to explore the challenges faced by school administrators in their application of administrative strategies to ensure students' retention. The study adopted a mixed methods research design. The target population comprised public secondary schools in Aldai Constituency, their respective administrators, classroom teachers and Form Three students. Secondary schools were selected using stratified random sampling technique. The basis of stratification was school type. School administrators were purposively sampled. Simple random sampling technique was employed in selecting the classroom teachers. Questionnaire, interview schedule and content analysis were the main instruments of data collection. Both qualitative and quantitative data were collected for the study. Qualitative data was analyzed descriptively by computing frequency counts, percentages and measures of central tendency. Multi-linear regression analysis was computed to establish the most ideal administrative strategy that could be employed to ensure maximum students' retention. The study established that school administrators employ free communication, provision of bursaries and grants, enhancement of school culture and raising of school motivation levels administrative strategies in ensuring students' retention. They, however, encounter social, school and home-based challenges in their administration. The study recommends that free and open-communication should be reinforced and applied by all school administrators since it ranked highest in influencing students' retention. The study also recommends that the government should increase budgetary allocation for school bursaries and grants to ensure that needy students from vulnerable backgrounds complete their education.
Author Keywords: Administrative Strategies, Administrators, Student Retention, Public Secondary Schools, Aldai Sub-County, Kenya.
How to Cite this Article
Jepkoech Teresiana, Muriel Timothy, and Evans Ogoti, “ADMINISTRATIVE STRATEGIES EMPLOYED BY ADMINISTRATORS TO ENHANCE STUDENT RETENTION IN PUBLIC SECONDARY SCHOOLS IN ALDAI SUB-COUNTY IN KENYA,” International Journal of Innovation and Scientific Research, vol. 16, no. 1, pp. 210–216, June 2015.
