Influence of Teacher Delocalization Policy on Pupils’ Academic Performance in Public Primary Schools in Loima Sub-County, Turkana County, Kenya

Jane Barasa, Simon Kipkenei and Rispah Wepukhulu
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Jane Barasa: Department of Educational Planning and Management, Kibabii University, Kenya
Simon Kipkenei: Department of Educational Planning and Management, Kibabii University, Kenya
Rispah Wepukhulu: Department of Educational Planning and Management, Kibabii University, Kenya

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 12, 901-906

Abstract: The purpose of the study was to assess the relationship between risk management and academic performance in schools. The study adopted descriptive survey design. The study was conducted in 360 public secondary schools in Bungoma County. The target population comprised of 360 Principals, 360 Board of management chairpersons and 360 Directors of Studies. The sample size of the study comprised of 72 Principals, 72 Chairpersons of the Boards of Management and 72 Director of studies. Primary data was collected using closed ended questionnaires and checklists. Data was analysed using frequencies, percentages, mean, standard deviation correlation and simple linear regression analysis. The study established that there is a positive and significant relationship between Influence of Teacher Delocalization Policy on Pupils’ Academic Performance in Public Primary Schools in Loima Sub-County, Turkana County, Kenya (r= 0.261, p

Date: 2021
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