Influence of Strategic Planning on Academic Performance of International Schools in Kenya

Abstract

Purpose of the Study: This study examined the influence of strategic planning on the academic performance of international schools in Kenya. Specifically, it assessed whether strategic planning practices significantly enhance academic performance among international schools. Methodology: The study adopted a cross-sectional survey design targeting leadership and senior management staff from 74 international schools in Kenya. A sample of 161 respondents was selected using purposive and stratified random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics and bivariate linear regression at a 5% significance level. Findings: Out of 161 questionnaires distributed, 143 were returned, representing an 88.8% response rate. The findings indicated that strategic planning was moderately practiced, with an overall mean score of 3.70. Strategic planning demonstrated a positive and statistically significant influence on academic performance (R² = 0.489, Adjusted R² = 0.486, B = 0.718, β = 0.700, t = 11.625, p < 0.001). The regression model was statistically significant (F (1,141) = 135.144, p < 0.001), indicating that strategic planning explained 48.9% of the variation in academic performance. Schools with clearly articulated visions, evidence-based planning, stakeholder participation, and effective resource allocation consistently achieved superior academic performance outcomes. Conclusion: The study concludes that strategic planning significantly improves academic performance in international schools in Kenya. Schools should strengthen evidence-based, participatory, and curriculum-aligned planning processes to enhance academic outcomes. Education regulators and school boards should support leadership capacity development in strategic planning to sustain academic excellence and institutional performance.