| dc.description.abstract | This study was motivated by a number of Schools that use many resources in motivational
practices on support staff yet good academic results are still a challenge. Despite other
studies focusing on motivation of teachers and work performance, less have focused on the impact of motivation of student’s performance. The study objectives were to establish
relationship between support staff bonding trips and students’ academic performance,
determine the relationship between support staff salary and students’ academic
performance, establish the relationship between support staff professional growth and
students’ academic performance, determine the relationship between support staff
recognition efforts and students’ academic performance and to examine the relationship
between support staff promotional opportunities and academic performance in Seme and
Kisumu West Sub-counties. The study adopted Fredrick Herzberg’s Two Factor Theory
(1959) and concurrent triangulation design within mixed methods approach. The study
population comprised of 544 participants in 24 public Secondary Schools. A sample size of 24 Heads of Departments of security, 24 Heads from kitchen Department, 24 Heads from laboratory, 24 Heads from secretary’s office and 24 directors of studies, 24 Board of
Management chairpersons and 24 Principals were obtained. The study used a combination of stratified proportional sampling and systematic sampling to select the respondents. In
conducting the study, three sets of questionnaires were used which included support staff
heads, directors of studies and Principals. The study also used three sets of interviews
schedules for director of studies, BOM chairpersons and the bursars. The internal validity
of questionnaires was ascertained by using the Bartlett’s test. A pilot study was conducted
in 7 Schools (10%) of the population to test the reliability of the instruments. Reliability of
questionnaires was obtained using Cronbach’s alpha and all tools were reliable.
Descriptive statistics in form of mean ratings, pie charts and frequency counts using
statistical package for social science was employed to analyze data. Pearson correlation
was used to analyze quantitative data. The findings revealed that there was statistically
significant positive correlation (r=.245, n=88, p=.022) between support staff bonding trips
and students’ academic performance; there was statistically significant positive correlation
(r=.228, n=88, p=.033) between satisfaction on support staff of salary structure and
students’ academic performance; there was statistically significant positive correlation
(r=.220, n=88, p=.040) between opportunities for support staff professional growth and
students’ academic performance, there was some positive relationship between support
staff recognition efforts and students’ academic performance; there was statistically
significant positive correlation (r=.280, n=88, p=.008) between support staff promotional
opportunities and students’ academic performance; and the model regression model
accounted for 14.2 percentage of the variance in students’ academic performance. The
study concludes that promotional opportunities among support staff made the greatest
contribution to students’ academic performance. The study recommends that the Board of
Management of Schools should ensure that there are structures for fair and equitable offer
of professional opportunities among members of support staff. | en_US |
