School Principals’ Administrative Functions and Their Influence on Students’ Learning Outcomes in Secondary Schools in Rangwe Sub County, Kenya
The success of the schools in terms of students’ learning outcomes rests on the principals’ ability to steer the school by implementing administrative functions effectively. The study aimed at probing the association between these functions and the resultant effects in schools. The research will enlighten the school principals on how their actions may influence their student outcomes. The general objective of this study was to establish the influence of school principals’ administrative functions on students’ learning outcomes in secondary schools in Rangwe Sub County, Kenya. PathGoal leadership theory guided the study. The study employed an ex-post facto research design. Forty-one secondary schools in Rangwe Sub County were involved in the study, and the targeted respondents were secondary school principals. A purposive sampling technique was used to select the respondents. A self-structured questionnaire and a document analysis guide were used for data collection. The collected data was analyzed using descriptive and inferential statistics using Statistical Package for Social Sciences version 23. The descriptive findings were presented in tables of percentages, means, and standard deviations. The regression analysis was used to test the hypotheses. The study found that planning function, directing function, and controlling function had a statistically significant relationship with students’ learning outcomes in secondary schools in Rangwe Sub County, Kenya. The study concluded that school principals’ administrative functions have a statistically significant relationship with students’ learning outcomes in secondary schools. The study, therefore, recommended that school principals should ensure effective implementation of the administrative functions as school success statistically rests upon their ability to steer the school by implementing these functions effectively.