Board of Management human resource management practices and students' academic outcomes in public day secondary schools in Kitui and Embu Counties, Kenya

Abstract

This study investigated the influence of Board of Management human resource management practices on students' academic outcomes in public day secondary schools in Kitui and Embu Counties, Kenya. Effective human resource management is critical for ensuring that schools are staffed with qualified, motivated, and professionally competent personnel who can deliver quality education. Although Boards of Management have a statutory role in supporting human resource management, persistent challenges such as teacher shortages, insufficient professional development, limited staff motivation, and low academic outcomes remain prevalent in many public day secondary schools. The study was guided by Open Systems Theory and employed a correlational research design. The target population included Board of Management members, principals, heads of departments, prefects, County Directors of Education, and Sub-County Directors of Education from public day secondary schools in Kitui and Embu Counties. A sample of 361 respondents was selected through stratified, purposive, and simple random sampling techniques. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and simple linear regression, while qualitative data were analyzed thematically. The findings indicated a strong, positive, and statistically significant relationship between Board of Management human resource management practices and students' academic outcomes (r = .605, p < .001). Regression analysis demonstrated that human resource management practices significantly predicted students' academic outcomes (β = .605, t = 13.727, p < .001) and accounted for 36.6% of the variation in students' academic outcomes (R² = .366). The study concludes that effective staffing, teacher supervision, professional development, teacher motivation, and staff welfare significantly contribute to improved students' academic outcomes. It is recommended that the capacity of Boards of Management in human resource management, teacher support, and staff development programs be strengthened to enhance academic outcomes in public day secondary schools.