article · African Journal of Empirical Research
In Busia County, Kenya, public secondary schools experience persistently low academic performance despite the presence of strategic plans. An investigation examining 160 school principals and seven Sub-County Directors of Education assessed how strategic plan implementation affects the quality of education. Approximately 50.4 percent of schools were implementing strategic plans, while 49.6 percent had not fully implemented them, with many institutions struggling to meet established targets. The overall average score in the national secondary examinations was low, registering at 3.707, which corresponds to a grade of D+. Furthermore, the performance difference between schools implementing their plans and those failing to do so was statistically insignificant, standing at just 0.0536. These results demonstrate that strategic planning implementation remains weak and exerts minimal influence on academic outcomes, highlighting an urgent need for enhanced monitoring, evaluation, and resource mobilisation across educational management structures.
Strategic planning is widely assumed to drive institutional improvement and raise educational quality. However, this evidence indicates that merely having or attempting to execute a strategic plan does not guarantee better academic results. For education policymakers and communities, it demonstrates that without adequate resource mobilisation and robust monitoring frameworks, formal management plans offer negligible practical benefits to secondary school performance.
The abstract does not indicate an explicit commercialisation pathway, as it focuses on educational management and public administration. The identified operational deficits highlight opportunities for providers of monitoring, evaluation, and resource mobilisation systems. Potential users include education ministries and school boards seeking applied oversight frameworks to improve plan execution, though any commercial application remains at an early conceptual stage.
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School strategic plan implementation plays a crucial role in enhancing quality of education in public secondary schools in Busia County, Kenya, where concerns have been raised over persistently low Kenya Certificate of Secondary Education (KSCE) performance despite the presence of strategic plans in schools. The problem motivating the study was that although most schools are expected to implement strategic plans to improve academic outcomes, their effectiveness in enhancing quality of education remains unclear. The study objective was to establish school strategic plan implementation status on quality of education in public secondary schools in Busia County. The study was guided by Ecletcicroots of strategy implementation moidel model of strategy implementation. Ex-post facto research design was used ,Census approach was used to target 160 principals and 7 Sub-County Directors of Education, giving a total sample of 167 respondents. Data were collected using questionnaires, interview guides, and document analysis and analyzed using qualitative and quantitative data. multiple linear regression was done and significance level at 0.05 level. The findings suggested that approximately 49.6% of schools had not fully implemented strategic plans, while about 50.4% were implementing them, though many struggled to achieve set targets. The overall KCSE mean score was 3.707 (D+), with a negligible and statistically insignificant difference of 0.0536 between schools implementing and those not implementing strategic plans (p = 0.805).. The findings of the study suggest most schools have a weak implementation strategy on strategic plans and has limited influence on academic performance. It is recommended that the Ministry of Education enforce full implementation of strategic plans in all schools, while Boards of Management, principals, parents, and other stakeholders strengthen resource mobilization strategies and improve monitoring and evaluation systems to enhance effective implementation and improve quality of education in secondary schools in Busia County, Kenya.
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DOI: 10.51867/ajernet.7.3.72
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