RELATIONSHIP BETWEEN SUPPORTIVE LEARNING ENVIRONMENT AND PERFORMANCE OF CITY PUBLIC PRIMARY SCHOOLS IN KENYA
Abstract
In recent years, performance in Kenya Certificate of Primary Education (KCPE) examinations particularly by public primary schools has been on a steady decline. Studies have revealed that school leaders, especially head teachers, have a key role to play in setting high expectations, monitoring and evaluating the effectiveness of learning outcomes which ultimately translates to improved school performance. This study therefore sought to examine the relationship between supportive learning environment and performance of city public primary schools in Kenya. The study adopted a concurrent embedded mixed method design. Questionnaires and interviews were utilized to collect the primary data whereas secondary data was collected through document analysis. Descriptive and inferential statistics were generated and regression analysis was conducted to test the null hypothesis using F test at 5% level of confidence. The qualitative data was analysed through thematic analysis. The study findings revealed a strong positive correlation between supportive learning environment and school performance. The study therefore concluded that there is a positive relationship between supportive learning environment and performance of city public primary schools in Kenya.
Keywords: Supportive Learning Environment, Head Teacher, Public Primary, School Performance
CITATION: Okwisa, C., Juma, D., & Wekesa, S. (2021). Relationship between supportive learning environment and performance of city public primary schools in Kenya. The Strategic Journal of Business & Change Management, 8 (1), 605 – 617.
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DOI: http://dx.doi.org/10.61426/sjbcm.v8i1.1936
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