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Item Relationship between Academic Qualification Implementation and Performance of Public Secondary Schools in Embu County(EPRA International Journal of Economics, Business and Management Studies (EBMS), 2022-09) Njiru, Evalyne Mercy Wanjiru; Gichunge, Evangeline; Kirimi, DorothySeveral academics have suggested that there’s an affirmative association between academic implementation and performance, while others contend that the relationship is inconsistent and hence remains controversial. Practices of strategic implementation in Kenya, began gradually and progressively in the 1960s, but are now gaining popularity. As important as the theories of Strategy implementation in commercial firms, it is a requirement for public secondary schools to implement strategies as per the guidelines provided by the Ministry of Education’s strategic plan that supports the government's goal of ensuring that every Kenyan kid has access to high quality education and training. Aside from the government's embrace of Strategy implementation as a policy, limited resources, stiff competition have made strategy implementation a necessity. The study sought to evaluate the relationship between Strategy implementation and performance of public secondary schools in Embu County. The specific objectives of the study were academic qualification and performance of public secondary schools in Embu County. The theory underpinning the study was systems theory. The study adopted descriptive research design. Multistage cluster and random sampling technique were employed to select a sample size of 100 that represents 200 respondents of the total population. Semi structured questionnaires were employed to collect data. Multiple linear regression model was employed to analyze the collected data. The findings revealed that academic qualification with (P < 0.000),) significantly influences performance of public secondary schools in Embu County. The study’s conclusion was that the variable influences performance of public secondary schools in Embu County. The study recommends that schools should allow exposure to external inspection from the government and other stakeholders to evaluate strategies, redesign a culture.Item Relationship between Discipline and Performance of Public Secondary Schools in Embu County, Kenya(EPRA International Journal of Economics, Business and Management Studies (EBMS), 2023-07) Njiru, Evalyne Mercy Wanjiru; Gichunge, Evangeline; Kirimi, DorothySeveral academics have suggested that there’s an affirmative association between discipline and performance, while others contend that the relationship is inconsistent and hence remains controversial. Practices of strategic implementation in Kenya, began gradually and progressively in the 1960s, but are now gaining popularity. As important as the theories of Strategy implementation in commercial firms, it is a requirement for public secondary schools to implement strategies as per the guidelines provided by the Ministry of Education’s strategic plan that supports the government's goal of ensuring that every Kenyan kid has access to high quality education and training. Aside from the government's embrace of Strategy implementation as a policy, limited resources, stiff competition have made strategy implementation a necessity. The specific objectives of the study were discipline and performance of public secondary schools in Embu County. The theory underpinning the study was agency theory. The study adopted descriptive research design. Multistage cluster and random sampling technique were employed to select a sample size of 100 that represents 200 respondents of the total population. Semi structured questionnaires were employed to collect data. Multiple linear regression model was employed to analyze the collected data. The findings showed that discipline had a great influence on performance. The findings revealed that discipline (P < 0.000) significantly influences performance of public secondary schools in Embu County. The study’s conclusion was that all the variables influence performance of public secondary schools in Embu County. The study recommends that schools should look for others ways of funding and update their punishment policy to factor other factors such as detentionItem The Influence of Institutional Pressures on Strategy Implementation in Public Secondary Schools in Selected Counties in Kenya(Lukenya University Multidisciplinary Journal (LUMJ), 2021-09) Mutea, H. K.; Senaji, T. A.; Rintari, N. G.This study sought to investigate the influence of institutional pressures on strategy implementation in public secondary schools in the four selected counties in Kenya. The target population was all the public secondary schools in the counties of Meru, Embu, Tharaka Nithi and Isiolo. The Slovin’s formula yielded a sample size of 250 secondary schools from the target population of 672. Data was collected from the sampled schools using a closed ended questionnaire. The results indicate that schools rated themselves moderately high in strategy implementation success, (mean = 3.50, Sd = .46). Further, the schools rated the strength of the institutional pressures they experienced as moderate (mean = 3.39, Sd = .40). Spearman’s rank correlation analysis showed moderate, positive and a statistically significant relationship between institutional pressures and strategy implementation in public secondary schools in Kenya (ρ = .476, p < .001). The binary logistic regression test for the hypothesis showed that institutional pressures had a Positive and statistically significant influence on strategy implementation in public secondary schools in Kenya {(Exp (B) = 4.433, p < .001}. The study recommends that the various public secondary schools stakeholders that are the originators of institutional pressures should play their roles effectively to ensure successful strategy implementation in their schools since these pressures have a significant influence.