The Effect of Principals’ Reward System on Learners’ Academic Performance in Kenya Certificate of Secondary Education

Rewarding productive teachers signifies recognition by school leadership. This study aimed to determine the influence of principals’ reward systems on learners’ academic performance in K.C.S.E., grounded on Karl Ludwig von Bertalanffy’s General Systems Theory. An explanatory sequential mixed-method design was employed, prioritizing quantitative data in phase one, followed by qualitative data in phase two. The target population included 4,691 participants: 340 principals, 1,360 Heads of Departments (H.O.Ds), and 2,991 teachers, with a sample of 451 respondents. Proportionate stratified random sampling selected 85 schools, 114 H.O.Ds, and 252 teachers, while census sampling chose national and special schools, and 85 principals were purposefully sampled. Data were collected using questionnaires and interview guides. Validity (content, criterion, construct, face) was ensured through expert evaluation, and reliability was confirmed with a Cronbach’s alpha coefficient over 0.7. Quantitative data were analyzed using SPSS Version 29, and qualitative data were analyzed thematically, presented with direct quotes and integrated with phase one findings. Descriptive statistics were shown in tables and graphs, and inferential statistics were presented as Pearson’s correlation coefficients, ANOVA, and regression coefficients. The study found a weak positive insignificant influence between the reward system and learners' academic performance (r=0.021, p≤0.05; 2-tailed), supporting the null hypothesis. Principals’ interviews indicated financial constraints and unclear promotion policies demoralize teachers. The study’s findings aim to guide corrective measures for low academic performance in the study area and recommend further research on the impact of principals' leadership skills on K.C.S.E. performance.