Effect of Administrative Practices on Students’ Academic Performance at Kaiboi National Polytechnic

Abstract

Effective strategic leadership is a critical determinant of institutional success, particularly regarding student academic performance. This study investigated the influence of principals’ strategic leadership practices on students’ academic performance at Kaiboi National Polytechnic in Nandi County, Kenya. The research focused on three specific dimensions: communication practices, administrative practices, and role modeling. The theoretical framework was informed by the Education Production Function Theory and the Path–Goal Theory. A descriptive research design was employed, targeting a census of 210 participants including the Chief Principal, Deputy Principals, Heads of Departments, trainers, and trainees. Data were collected via structured questionnaires and analyzed using descriptive and inferential statistics (frequencies, percentages). Results were presented using tables, charts, and graphs. Findings revealed that principals' communication, administrative, and role-modeling practices significantly and positively influenced student academic outcomes. Specifically, effective monitoring of lesson plans, regular classroom supervision, and ensuring syllabus coverage were highlighted as impactful administrative strategies. The study recommends that principals enhance communication and administrative efforts, conduct regular instructional follow-ups, and motivate students through recognition and support strategies to optimize academic performance.