Strategic leadership in educational institutions plays a
pivotal role in shaping student academic outcomes. This chapter explores the
effect of administrative practices within the broader context of strategic
leadership on students’ academic performance at Kaiboi National Polytechnic in
Nandi County, Kenya. Anchored in the Education Production Function Theory and
Path–Goal Theory, the study specifically examines how communication strategies,
administrative routines, and leadership role modelling influence academic
achievement. Utilising a descriptive research design, data were collected from
a census of 219 stakeholders, including the Chief Principal, Deputy Principals,
Heads of Departments, trainers, and trainees, through structured
questionnaires. Data analysis employed both descriptive and inferential
statistical tools. The findings underscore the significant role of
administrative practices—particularly in lesson planning, classroom
supervision, and syllabus coverage—in enhancing academic performance. Recent
data and trends reinforce the continued relevance of strategic leadership in
technical and vocational education. The chapter concludes with targeted
recommendations for institutional leaders to strengthen leadership practices
that foster student success.
Author(s) Details
Kennedy Ntabo Otiso
Department of Business Administration and Management Science, School of
Business, Koitaleel Samoei University College (A Constituent College of the
University of Nairobi), Kenya.
Rhoda Chumba
Department of Business Administration and Management Science, School of
Business, Koitaleel Samoei University College (A Constituent College of the
University of Nairobi), Kenya.
Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6403
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