Abstract:
Corporate governance practices adopted by principals play a key role in achievement of educational and curriculum objectives. However, in many public secondary schools in Kirinyaga County, realization of educational goals has not been smooth since learner participation is yet to be fully achieved characterized by low academic performance in examinations. Thus, the study sought to examine the influence of corporate governance practices on achievement of educational goals in public secondary schools in Kirinyaga County, Kenya. The study adopted mixed methodology and thus, applied concurrent triangulation research design. Target population was 2234 respondents comprising 125 principals, 2099 teachers and 10 sub-county directors of education (TSC & MoE) from which a sample of 234 respondents was determined using Yamane’s Formula. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Packages for Social Science (SPSS 26) and presented using tables. The study established that, despite the government’s efforts to realize 100.0% transition policy for primary school cohorts, their retention has been low, characterized by a high number of dropout cases. Academic performance of students in KCSE has also been low for the last five years. This is attributed to principals’ governance practices. Thus, the study recommends that principals should often involve all stakeholders in governance whose views are crucial in improving academic undertakings in secondary schools. The Ministry of Education should modify the management training manual for school heads to incorporate aspects of corporate governance.
