INFLUENCE OF LEARNING AGILITY OF SCHOOL ADMINISTRATORS ON KCSE PERFORMANCE AMONG DAY SECONDARY SCHOOLS IN GATUNDU SOUTH SUB- COUNTY KIAMBU COUNTY, KENYA
Nyaga Rose Muthoni - Mount Kenya University, Kenya
Dr. Solomon Mwaniki - Mount Kenya University, Kenya
ABSTRACT
The proficiency of school administrators in terms of learning agility, which encompassed qualities such as adaptability, curiosity, and the ability to learn, unlearn, and relearn, stood as a pivotal and transformative factor in ensuring the growth and adaptability of educational institutions. Secondary schools, in particular, grappled with a significant shortage of teachers, impeding their ability to complete the syllabus in a timely manner. This disconcerting trend raised significant concerns among all stakeholders, pointing to a critical need to empirically uncover the underlying causes of this troubling disparity in students' academic performance. This research examined the relationships between the mental agility and people agility of school administrators as they influence student performance at day secondary education levels in Gatundu South Sub County. The research utilized the theories of Contingency theory along with Dynamic Capability theory and Resource-Based View (RBV) Theory for its foundation. The research design along with a quantitative approach was selected for this study. The research examined day secondary schools based in Gatundu South Sub County yet located inside Kiambu County. A total of 318 school administrators formed the unit of observation comprising 23 principals, 37 deputy principals, 122 heads of departments (HODs), 92 Form Four school leaders, and 44 deans of students. A stratified random sampling technique selected 77 participants because it included (13) principals and (21) deputy principals and (68) heads of departments (HODs) and (51) leaders in Form Four and (25) deans of students. The data collection method included structured questionnaires and interviews with guidance. The pilot survey consisted of a zero percent sample representation but the supervisor reviewed research tools to enhance their content clarity and construct adequacy and application. The selected instrument demonstrated reliability by using Cronbach's Alpha Coefficient as the measuring method. The researchers used content analysis as their method of analysis for interview data with the results presented in narrative form. The quantitative data analysis relied on Statistical Package for Social Sciences (SPSS Version 28.0) for processing. A coding system was implemented for data entry purposes while all finished questionnaires received reference. The statistical analysis used descriptive methods that included mean values as well as frequency distributions and standard deviations and percentage distributions to study sample traits and data trends. The multiple linear regression analysis determined the importance of all independent variables. The study results were displayed through both tables and charts. In terms of mental agility, respondents showcased a strong capability to critically analyze situations and adapt their strategies accordingly. The study recommends that educational authorities should establish ongoing professional development programs specifically designed to enhance the learning agility of school leaders. Additionally, mentorship initiatives should be implemented, pairing experienced administrators with those who are less experienced. Moreover, the study recommends that schools should adopt performance metrics that evaluate not only academic achievements but also the processes and practices leading to those outcomes.