EFFECT OF BOM COMPETENCY BASED ROLES ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN NYAMACHE SUB COUNTY, KISII COUNTY, KENYA

Yunice Bochere Onderi, Dr. Charles Momanyi Ocharo

Abstract


Secondary school education is seen as means of social and economic mobility as it is a prerequisite to further training for formal employment. However, for many public secondary schools, the secondary school cycle for their students has not been promising academically. The current study sought to investigate the influence of the BOM competency based roles. on students’ academic performance in public secondary schools in Nyamache Sub County, Kisii County, Kenya. The study was guided by the Classical Management Theory. Descriptive survey research design was used targeting 49 public secondary schools in Nyamache Sub County from which the accessible population will comprise 49 school principals and 735 BOM members. The study used systematic random sampling to select the schools while the principals and BOM members were selected using purposive sampling. Data collection was done using questionnaires. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson’s Product Moment correlation was used to analyze the data which was then presented in tables. The study discerned that BOM competency based roles emerged as a pivotal factor. Schools should further enhance their BOM structure by ensuring that each sub-committee is led by a competent leader and promote inter-committee communication for the effective management of school resources and challenges.

Keywords: Competency Based Roles, Academic Performance, Secondary Schools


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