Effect of Teacher Empowerment on Public Secondary School Performance in Nakuru Town East Constituency, Kenya

The study sought to find out the effect of empowerment of teachers on school performance among teachers in secondary schools in Kenya. The purpose of the study was to specifically to find out the whether or not teachers’ participation in decision making affects the performance of secondary schools. The study took place in Nakuru Town East Constituency. Descriptive survey was used to carry out the research. The target population comprised of 464 public secondary school teachers drawn from schools within Nakuru Town East Constituency. A sample of 83 respondents was drawn using simple random sampling method from the target population. A structured questionnaire was employed to collect data. A pilot study was undertaken prior to the main study in order to determine both the reliability and validity of the research instrument. The Cronbach alpha was used to test instrument reliability while content validity of the same was realized through seeking opinion from the University’s supervisors. The Statistical Package for Social Sciences tool was used to process and analyze the collected data. Data was analyzed using both descriptive and inferential statistics. Study findings were presented in form of tables. It was established that there exists a positive and moderately strong correlation between “decision making” and “schools’ performance”. It was concluded that decision making is moderately and positively consequential to performance of secondary schools. . In the light of the study findings, it is recommended that the secondary school heads should increase the teachers’ involvement level in decision making, by consulting them whenever crucial matters concerning performance of schools arise. Being implementers of any decisions or policies formulated, it ought to be ensured that teachers participate in every stage of decision making.