Education stakeholders’ contribution to school quality leadership in enhancement of quality education for girls in secondary schools Kenya: A case study of Siaya county

The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement.