School-Based Factors and Their Influence on Academic Performance in Public Secondary Schools: Evidence from Lari Sub County, Kiambu County, Kenya

Abstract

Education is a cornerstone of national development, driving progress across economic, social, and political domains. In alignment with Kenya’s Vision 2030, the government has prioritized high-quality education to equip citizens with skills for personal and national advancement. However, public secondary schools in Lari Sub County have faced persistent challenges, including low academic achievement and a consistent decline in Kenya Certificate of Secondary Education (KCSE) performance since 2017. While subsidized education has expanded access, improvements in outcomes remain elusive. This study examined the influence of four key school-based factors—teacher quality, learning resource utilization, school infrastructure, and school administration policies—on students’ academic performance. It also investigated the intervening role of the school ecosystem, which encompasses leadership style, school culture, Ministry of Education (MOE) policies, and students’ attitudes. Guided by the school effectiveness theory, a descriptive research design was employed, with data collected from 376 students, 63 teachers, and 22 Parent-Teacher Association (PTA) members across 44 public secondary schools. Data were gathered via questionnaires and interviews, analyzed using descriptive and inferential statistics in the Statistical Package for Social Science (SPSS), and qualitative responses were thematically reviewed. Results indicated that all four school-based factors significantly shape academic performance, with school administration and policies demonstrating the highest predictive effect. Additionally, the school ecosystem was found to mediate the relationship between these factors and performance. The study concludes that academic achievement in Lari Sub County’s public secondary schools depends on synergies between teacher quality, resources, infrastructure, and administration, strengthened by a supportive school ecosystem. Recommendations include enhancing teacher capacity through professional development, promoting participatory leadership, and ensuring equitable resource distribution. Future research should explore how parental socioeconomic status and community engagement moderate these relationships across different Kenyan counties.