Influence Of Principals’ Students Financial Support Practices On Students’ Retention In Public Day Secondary Schools In Nakuru County

Abstract

The purpose of this study was to establish the influence of principals’ students financial support practices on students’ retention in public day secondary schools in Nakuru County. The study was guided by Tintos’ student integration theory. The mixed methods research approach was adopted using the concurrent triangulation research design. The target population was 38,863 comprising of 293 principals, 3962 teachers and 34597 students in public-day secondary schools only and 11 Sub- County Directors of Education. The sample size was 574 participants, comprising of samples of 90 principals 363 teachers, 110 students and 11 SCDE. The sample size of 363 teachers was determined using Slovenes’ formula. Interview schedules were used to collect qualitative data from Sub-County Director of Education while questionnaires were used to collect quantitative data from principals and teachers and focus group discussions from students. Quantitative data was analysed using descriptive such as frequencies, percentages and means, and inferential statistics which included Pearson Correlation and Regression Analysis. The study findings showed that the principal’s financial management practices had a positive correlation with significant effects on student retention (r= 0.360; p < 0.05).  The study recommends that Schools should implement income-generating projects, raise awareness of bursaries and scholarships, and provide flexible payment options to reduce financial barriers and improve student retention. Authorities should promote policies that support financially disadvantaged students by encouraging such initiatives, ensuring access to scholarships, and offering flexible payment options for essential programs.