Relevance of School Leadership and Planning Strategies in Performance of Secondary Schools in Co-Curricular Activities in Malindi Sub- County, Kenya

Relevance of School Leadership and Planning Strategies in Performance of Secondary Schools in Co-Curricular Activities in Malindi Sub- County, Kenya

Agnes Manyasa Were and Dr. Mary Mugwe
Department of Educational Management and Curriculum Studies,
Mount Kenya University, Kenya
Email: agnesmanyasa84@gmail.com

Abstract: Education systems have gradually adopted partial methods of imparting knowledge to learners by focusing on Academic performance and neglecting the co-curricular. However, there are some schools that have supported the co – curricular activities and consequently have continued to encounter a series of challenges that influence the performance of the co-curricular activities. The Kenyan Education System is not exceptional. This study sought to examine the influence of management of School dynamics on performance in co-curricular activities in Secondary Schools in Malindi Sub County. The objectives of the study were to investigate how management of planning strategies and management of leaders influenced the performance of secondary schools in co-curricular activities in Malindi Sub County. The study was guided by the Systems Theory and educational productivity theory. The research design employed was concurrent triangulation Mixed research approach comprising of qualitative and quantitative data. The target population was 8885 subjects. Stratified random sampling technique was used to select participants. Data was collected through questionnaires and interviews. The qualitative data was analyzed thematically in line with the stated objectives while quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS Version 21). The study found that to a great extent, management of school planning strategies influence performance in co-curricular activities in secondary schools in Malindi Sub County. As a strategy for many schools, the co-curricular were planned by the principal and the games master. School principals used autocratic type of leadership which was more of cooperative for stakeholders.