| dc.description.abstract | A quality education is the sum of the effects of all the processes and services that give the
learner the skills they need to be economically productive, sustain their livelihoods and
have a positive social impact. Academic achievement is one of the most important
indicators of the quality of education, where the quality of exam grades determines the
level of academic achievement of an individual, organization or class. The academic
performance of secondary schools in Kiambu District has been very poor compared to other
neighboring districts in central Kenya, despite the fact that the district is endowed with
resources. Most of the candidates in the county have relatively low grades, which leads to
the fact that few of them are admitted to universities and high schools. This performance
leads many students to drop out of school or become delinquents. The aim of the study was
to evaluate the quality of education in secondary schools based on selected metrics, which,
in addition to school management principles, also included school, teacher and home
factors. Descriptive surveys and correlational research designs were used to evaluate
various metrics that influence the quality of education in Kiambu County. The sample was
selected through stratified and purposive sampling. A sample of 249 students, 191 teachers,
49 principals and 5 county school officials was selected from a target population of 23,849
students, 5,989 teachers, 386 principals and 12 quality assurance and standards officers
from Kiambu County. Data was collected by the researcher using questionnaires, interview
schedules and document analysis. Qualitative data were analyzed using descriptive
statistics such as percentages and means as well as inferential statistics such as correlation
analysis. Analysis was performed using SPSS version 22.0 computer software. The study
concluded that school-based and teacher-based factors, together with parent/guardian
socio-economic factors and principal leadership practices were independently significantly
correlated with the quality of education in secondary schools in Kiambu County. However,
the findings showed that although school factors had a significant effect on educational
quality, when other predictors were held constant, their magnitude ceased to be significant.
The other three independent variables (teacher-related characteristics, parents' socio economic factors, and principals' leadership practices were all statistically significant
predictors of educational quality in secondary schools in Kiambu County in a combined
model. The study recommended that key stakeholders in schools, including principals,
teachers, students and parents, should establish clear and comprehensive criteria for
measuring the quality of education in schools, which should include the expected standards
in the provision of all teaching and learning resources, material and human, as points of
involvement/engagement of all stakeholders and the standards expected of each. It is hoped
that the findings of the study will serve as a basis for improving policies, planning and
decision-making aimed at improving the quality of secondary school education in Kiambu
County, Central Region and Kenya in general | en_US |
