Influence of School Working Conditions on the Academic Performance of Learners in Public Primary Schools in Nyandarua West Sub-County, Kenya
DOI:
https://doi.org/10.70619/vol6iss6pp36-45-924Keywords:
School Working Conditions, Academic Performance, Public Primary Schools, Nyandarua West Sub-County, Nyandarua CountyAbstract
study examined the influence of school working conditions on the academic performance of learners in public primary schools in Nyandarua West Sub-County, Kenya, with a specific focus on adequate teaching resources, supportive leadership, and manageable teacher workloads. The study was anchored on Herzberg’s Two-Factor Theory. A convergent-parallel mixed-methods approach using cross-sectional and interview designs was adopted. The study targeted 530 teachers and 23 head teachers from 23 public primary schools in Nyandarua West Sub-County. Cochran’s formula (1977) determined a sample of 223 teachers selected through simple random sampling, while 12 head teachers were purposively selected. Instruments were piloted with 20 teachers in public primary schools in Nyandarua Central Sub-County. A Cronbach’s Alpha of 0.7 or above was considered acceptable. Quantitative data were analyzed using SPSS through correlation and linear regression, while qualitative data were thematically analyzed and triangulated. The study adhered to ethical research standards. School working conditions, such as adequate teaching resources, supportive leadership, and manageable workloads, enhance teaching effectiveness and improve learner outcomes (mean = 3.89; SD = 0.432). Additionally, correlation results confirmed that school working conditions have a very strong positive and statistically significant relationship with academic performance (r = 0.702, p < 0.01). Regression results further showed that school working conditions had the strongest positive and statistically significant influence on academic performance (B = 0.297, β = 0.361, p < 0.001). The study finds that the availability of teaching resources, supportive leadership, and a manageable workload significantly enhance teacher effectiveness and learners' academic outcomes in public primary schools. The study recommends that school management and education authorities improve working conditions by ensuring adequate teaching resources, supportive leadership, manageable workloads, and improved funding and infrastructure in public primary schools.
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