CONTRIBUTION OF STUDENT COUNCILS’ LEADERSHIP TO ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN NAIVASHA SUB-COUNTY, NAKURU COUNTY, KENYA NDUNG’U JOYCE CMLA 1708 A Research Thesis Submitted in Partial Fulfillment of the Requirement for the Award of the Degree of Master of Education in Leadership and Administration SCHOOL OF EDUCATION TANGAZA UNIVERSITY NAIROBI-KENYA OCTOBER 2024 ii DECLARATION iii DEDICATION This work is dedicated to my late parents, Lazaro Ndung’u and Lucia Wambui Ndung'u, who planted in me the seed of education. iv ACKNOWLEDGEMENTS I thank the Almighty God for His protection throughout my academic life. I am grateful to my supervisors, Sr. Dr. Kinikonda Okemasisi and Dr. Beatrice Ndiga, for their professional advice and constructive encouragement while I was writing my thesis. Hearty thanks to my parents and siblings for their encouragement throughout the study. All the participants of the study principals of the selected schools, teachers, and students feel appreciated. The study would not have been accomplished without your sacrifice and active participation. My heartfelt gratitude goes to my Religious Congregation, The Assumption Sisters of Nairobi, for allowing me to pursue this degree in Leadership and Administration. v ABSTRACT This study sought to determine the contribution of student councils' leadership on the academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The following objectives guided the study: to determine the contribution of peer mentorship on academic performance; to examine how students' council leadership promotes discipline on academic performance; to assess the influence of student leaders' communication with the administration on academic performance. The study was guided by system theory and used a convergent parallel mixed methods design. The target population was 39 principals, 2400 students, and 234 teachers across 39 public secondary schools in Naivasha Sub-County. The study used stratified sampling to group schools into female and male; then used simple random sampling to select 2 girls' boarding schools out of 3, 2 boys' boarding schools out of 3, and 2 mixed boarding schools out of 3. The researcher assigned numbers 1 to 3; the odd ones were considered for the study. Seven mixed-day out of 30 schools were sampled using systematic sampling with an interval of 4. Purposive sampling was adopted to select 13 principals out of 39 principals. Simple random sampling was applied to collect data from 240 out of 2400 students, and simple random sampling also selected 40 out of 234 teachers. The study used questionnaires to collect data from teachers and students, and an interview guide for principals. A pilot test was conducted in two public secondary schools in the sub-county. The research instruments were validated by experts with knowledge on instructional leadership from Tangaza University. Reliability was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data was analyzed using descriptive statistics in SPSS version 25, presented in tables, graphs, and charts. The qualitative data was analyzed thematically and reported through narratives and direct quotations. Findings revealed that involvement of student council leadership, peer mentorship, and leader’s communication in the school activities had a moderately significant impact on students’ discipline and academic performance in public secondary schools in Naivasha Sub-County. The study concluded that student councils’ leadership needs improvement to enhance positive student discipline and academic performance. It recommends that the government should establish implementation mandating principals to consistently involve student councils’ leadership in school activities and daily operations. Additionally, the Teachers Service Commission (TSC) should organize regular workshops and training sessions for teachers and principals to enhance student councils’ leadership and hence contribute to higher academic performance. vi TABLE OF CONTENTS DECLARATION ....................................................................................................................... ii DEDICATION .......................................................................................................................... iii ACKNOWLEDGEMENTS....................................................................................................... iv ABSTRACT ...............................................................................................................................v LIST OF TABLES ......................................................................................................................x LIST OF FIGURES .................................................................................................................. xi ABBREVIATIONS AND ACRONYMS ................................................................................. xii CHAPTER ONE .........................................................................................................................2 INTRODUCTION ......................................................................................................................2 1.1 Introduction ......................................................................................................................2 1.2 Background to the Study...................................................................................................2 1.3 Statement of the Problem ................................................................................................ 10 1.4 Purpose of the Study ....................................................................................................... 11 1.5 Specific Objectives ......................................................................................................... 11 1.6 Research Questions ........................................................................................................ 12 1.7 Significance of the Study ................................................................................................ 12 1.8 The Scope and Delimitation of the Study ........................................................................ 13 1.9 Theoretical Framework ................................................................................................... 13 1.9.1 Systems Theory ............................................................................................ 13 1.9.2 Weakness of Systems Theory ........................................................................ 14 1.9.3 Application of Systems Theory to the Study.................................................. 15 1.10 Conceptual Framework .................................................................................................. 16 1.11 Operational Definition of Key Terms ............................................................................. 18 CHAPTER TWO ...................................................................................................................... 20 LITERATURE REVIEW .......................................................................................................... 20 2.1 Introduction ................................................................................................................... 20 2.2 Student Leader in Peer Mentorship on Academic Performance ....................................... 20 2.3 Students' Leadership in Discipline on Academic Performance ........................................ 25 vii 2.4 Students’ leadership in Communication with Administration on Academic performance . 29 2.5 Summary of the Literature and Research Gaps................................................................. 32 CHAPTER THREE ................................................................................................................... 35 RESEARCH DESIGN AND METHODOLOGY ...................................................................... 35 3.1 Introduction .................................................................................................................... 35 3.2 Research Design ............................................................................................................. 35 3.3 Location of the Study ..................................................................................................... 35 3.4 Target Population ........................................................................................................... 36 3.5 Sample Size and Sampling Procedures ........................................................................... 37 3.5.1 Sampling of Schools ..................................................................................... 37 3.5.2 Sampling of Principals .................................................................................. 38 3.5.3 Sampling of Teachers ................................................................................... 38 3.5.4 Sampling of Students .................................................................................... 39 3.6 Description of Research Instruments............................................................................... 40 3.6.1 Questionnaire for Students ............................................................................ 40 3.6.2 Questionnaire for Teachers ........................................................................... 40 3.6.3 Interview Guide for Principals ...................................................................... 41 3.6.4 Pilot Testing ................................................................................................. 41 3.6.5 Validity of the Study Instruments .................................................................. 41 3.6.6 Reliability of the Research Instruments ......................................................... 42 3.7 Credibility and Dependability of Qualitative Instruments ................................................ 44 3.8 Data Collection Procedures............................................................................................. 44 3.9 Description of Data Analysis Procedures ........................................................................ 45 3.10 Ethical Considerations .................................................................................................... 46 3.11 Impact of the Study ........................................................................................................ 46 CHAPTER FOUR ..................................................................................................................... 48 DATA PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS ............. 48 viii 4.1 Introduction .................................................................................................................... 48 4.2 Response Rate of the Participants ................................................................................... 48 4.3 Demographic Information of the Participants .................................................................. 49 4.3.1 Distribution of Gender of the Principals, Teachers and Students ...................... 49 4.3.2 Age Distribution of Principals, Teachers and Students ..................................... 50 4.3.3 Distribution of Principals and Teachers According to Academic Qualification .. 53 4.3.4 Distribution of Principals and Teachers According to the Experience ............... 54 4.4 Student Leaders’ Peer Mentorship on Academic Performance ............................................ 56 4.5 Student Council Leadership Enhances Discipline in Students' Academic Achievement....... 61 4.6 Student Leaders’ Communication with the Administration on the Academic Performance . 68 CHAPTER FIVE ...................................................................................................................... 74 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ....................... 74 5.1 Introduction .................................................................................................................... 74 5.2 Summary of the Findings ................................................................................................ 74 5.3 Conclusions of the Study ................................................................................................ 78 5.4 Recommendations .......................................................................................................... 80 5.4.1 Recommendations for Policy ........................................................................ 80 5.4.2 Recommendations for Theory ....................................................................... 80 5.4.3 Recommendations for Practice ...................................................................... 81 5.4.4 Recommendations for Further Studies ........................................................... 81 REFERENCES ......................................................................................................................... 82 APPENDICES .......................................................................................................................... 93 APPENDIX I: Cover Letter........................................................................................ 93 APPENDIX II: Informed Consent Form for Teachers ................................................ 94 APPENDIX III: Consent Form ................................................................................... 96 APPENDIX IV: Assent Form..................................................................................... 97 ix APPENDIX V: Data Analysis Matrix ........................................................................ 99 APPENDIX VI: Questionnaire For the Students ....................................................... 100 APPENDIX VII: Questionnaire for the Teachers...................................................... 103 APPENDIX VIII: Interview Guide for Principals ..................................................... 105 APPENDIX IX: Document Analysis Guide.............................................................. 109 APPENDIX X: Research Permit .............................................................................. 110 APPENDIX XI: Letter From Cde Naivasha Sub-County .......................................... 111 APPENDIX XII: Map of Nakuru County ................................................................. 112 APPENDIX XIII: Plagiarism Report ........................................................................ 113 x LIST OF TABLES Table 1: The KCSE Grading System………………………………………………..……….…..9 Table 2: Target Population……………………………………………………...…….……….. 37 Table 3: Sampling Techniques, and Sample Size……………………………….........…………39 Table 4: Reliability test for Teachers……………………..………………………….………… 43 Table 5: Reliability test for Students…………………………...…………………….………… 43 Table 6: The Response Rate of the Participants.………...….………….……....…….………… 48 Table 7: Age Distribution of the Principals, Teachers and Students………………….……….. 51 Table 8: Student Leaders’ Peer Mentorship on Academic Performance…………….………… 57 Table 9: Involvement of student leaders in the students’ discipline…………………………... 62 Table 10: Involvement of in communication with the administration………………………… 69 xi LIST OF FIGURES Figure 1: Conceptual Framework Showing Relationship Between Variables……...…………..17 Figure 2: Distribution of Gender of the Principals, Teachers and Students…………..…...……50 Figure 3: Distribution of Principals and Teachers According to Academic Qualification……...53 Figure 4: Distribution of Principals and Teachers According to the Experience……..…………54 xii ABBREVIATIONS AND ACRONYMS HOD Head of Department KEMI Kenya Education Management Institute KSSHA Kenya Secondary Schools’ Heads Association KSSSC Kenya Secondary Schools Students’ Council KUCCPS Kenya Universities and Colleges Central Placement Services MoE Ministry of Education SC Student Council SGBs School Governing Bodies UNICEF United Nations International Children's Emergency Fund USA United States of America. 2 CHAPTER ONE INTRODUCTION 1.1 Introduction This study investigated the contribution of student councils’ leadership to academic performance in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. This chapter presents the background to the study, the statement of the problem, the purpose of the study, specific objectives, research questions, the significance of the study, scope, and delimitation, the theoretical framework, the conceptual framework, and finally the operational definition of key terms. 1.2 Background to the Study A student council is a group of students elected by peers to represent their views in school administration. They work in partnership with school management, staff, and parents to improve student performance (Hills & Hains, 2023). The student council represents students' needs and interests, communicates effectively with the administration, and serves as a positive role model. Effective student council leadership is crucial for academic performance and collaboration with school administration (Kilonzo & Kanori, 2017). Student council leaders must exhibit good morals, act as positive role models, and collaborate with school administration to enhance academic performance (Perry, 2022). In Sweden, Mellander (2017) conducted a study on upper-secondary curriculum reform. The study revealed that student councils play a crucial role in decision-making regarding education, promoting critical thinking, engagement, creativity, confidence, and community. A similar study conducted by Morange and Barchok (2017) stated that student council leadership is important in schools because they represent their fellow students and act as a bridge between students and the administration. This means they help ensure students' opinions are heard, and they work to create a better school environment for everyone. This role 3 helps students develop communication skills, problem-solving, and teamwork, helping students develop leadership skills while making a real difference in their school community. However, communication barriers and lack of effective student leadership challenge these councils, hindering their ability to improve education quality and academic performance. Schools involving student council leaders in decision-making are essential in raising the standards of students’ discipline, and academic performance in Netherlands (Wesley, 2019). The idea is that when students have a say in the rules and policies that affect them, they feel more responsible and motivated. However, some schools neglect this aspect assuming that students are not fully mature in participating in the school's decision-making. Still, some schools do not fully embrace student input and peer mentorship, which could limit the potential benefits of having a student council involved in decision-making. A study on the rationale and benefits of participation was carried out in Scotland (Mcwatt, 2018). The study found that the incorporation of student councils into the decisions made in schools is important for academic performance. It further stated that when school principals involve student leadership in school activities, they are likely to help create a safe and respectful environment that promotes students’ discipline and academic performance. However, the study focused only rationale and benefits of participation. This study aims to investigate the contribution of student councils’ leadership on academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. In Germany, McKenna (2016) stated that the development of clear and consistent regulations by school administrators, instructors, and students results in a secure learning environment that supports positive learning outcomes. The study further expounds that the student council is fundamental in upholding discipline standards, ensuring that students follow school rules and regulations, and participate in group discussions. This approach helps in improving academic performance. However, some school principals do not involve student 4 council leadership is the disciple committee (Gregorio, 2019). Shatilya (2014) conducted a study on how students' voice can be heard in the Finnish context: the case of primary, lower secondary, and upper secondary schools in Jyväskylä in Finland. The study used a qualitative method approach and semi-structured interviews were applied to collect the data from three school principals, eight teacher supervisors, and three groups of student leaders, altogether 33 participants. The thematic network analysis, and deductive and inductive thematic analysis were used to answer the three research questions. The study found that the students' council is an essential part of the school system and plays an important role in school administration, contributing to improved academic performance among students. However, this study implored a convergent parallel mixed approach to examine the contribution of student councils’ leadership academic performance in public secondary schools in Naivasha Sub-County. Heikonen and Ahtiainen, (2024) pointed out that in schools where student councils are involved in mentoring new students and actively guiding others, discipline and academic performance tend to be effective. In China, Njaramba (2022) conducted a study on students' leadership roles and their impact on academic performance established tension between academic goals and leadership responsibilities. The study revealed that students who take on leadership responsibilities may struggle to balance their academic work with the demands of their leadership roles. The pressure to succeed in both areas can create challenges for student leaders trying to manage their time and focus. However, some school principals neglect the aspect of peer mentorship and administration support for student leadership leading to poor academic performance. A related by Zhao and Asavisanu (2023) stated that when school principals develop student leadership training programs, the student leaders become more effective in their roles and work well in improving their leadership skills. This helped them become better student leaders and also excel in their leadership roles and academic achievements. However, the study did not 5 specify how school principals can develop student leadership programs in public secondary schools (Cui, Wu & Erdemir, 2022). A research on the role of stakeholders in curriculum implementation in public high schools in Nigeria was carried out (Ndifon, 2021). The study highlighted stakeholders such as teachers, parents, administrators, and students, all contribute to how the curriculum is put into practice. Student council leaders can act as a bridge between students and other stakeholders, ensuring that students' perspectives and needs considered when decisions about the curriculum are made. By involving student councils in discussions about curriculum changes, schools can create a more inclusive environment where students feel their voices are heard in shaping their education. However, many school principals and the education sector often do not include student leadership in the process of developing the curriculum. This means that student leaders, who represent the voices and interests of their peers, are denied a chance in decisions about what and how students are taught. As a result, the curriculum might not fully address students' needs or concerns, leading to poor academic performance. Kamla (2014) conducted a study on configuring space for learner participation in school governance in South Africa. The study found that student councils are responsible for helping new students adjust and for contributing to the development and enforcement of school rules. However, many school administrators do not give student representatives the authority or support they need to play a meaningful role in school governance. This lack of empowerment means that students might not be able to fully participate or make a real impact in decision- making processes. Furthermore, Sebola (2019) conducted a study on governance and student leadership in South African universities: Co-governing with those governed. The study found that in many South African universities, only executive management seems to have a real chance in decision-making. Most of the time, the student unions are not involved in the decision 6 processes. It further argues that student leadership has a strong influence among peers but really involved in crucial decision-making platforms. This suggests that for better governance and academic outcomes, universities should involve all student’s leadership equally in decision- making. However, the study focused only on university education in South Africa, while this study focused on public high schools in Naivasha Sub-County. In South Sudan, student unions are recognized for their role in supporting students' education. These unions serve as platforms where students can engage in discussions about leadership, inclusivity, peer mentorship, and academic success, helping to promote these values among the student body. However, student council leadership is viewed as an important body, but their actual influence on decision-making or shaping school policies may be limited. Without real power or involvement in key decisions, their ability to create meaningful change could be restricted (General Students Union, 2022). A study on the role of student council participation in discipline monitoring in Tanzania's Bariadi District's public secondary schools was carried out (Lumanija, 2020). The study established that student councils play a significant role in enforcing school rules. The student council acts as a role model for positive behavioral change among students, which consequently encourages the students to be focused, work hard, to improve academically. Perry (2022) revealed that the student council performs assigned activities such as maintaining the discipline of other students in the school, inducting new students, being role models to other students, supervising group discussions, and following up on homework for students who find it challenging to complete their homework on time. This discipline is crucial in shaping individual character, fostering a positive academic culture, and contributing to the total well- being of individuals in various aspects (Malaba & Chui, 2023). In Kenya, the Kenya Secondary Schools Students' Council (KSSSC) was conceived in 2008 against the background of finding a solution to students' indiscipline in the schools. This 7 means the student leaders were meant to play a role in sharing their opinions and ideas respectfully. promoting a positive and collaborative environment that enhances learning and academic performance (Wambua et al., 2019). Furthermore, studies have established that student councils' leadership plays a significant role in contributing to academic performance. This role of student council leadership acts as a bridge between students and school administration that helps create a better learning environment. They also address student concerns, promote discipline, peer mentorship, and communication, and organize activities that promote academic performance (Ndwiga, 2022). According to Mekenye and Chui (2024), when student council leaders are more involved in decision-making through their leaders, they tend to feel more responsible for their duties and studies, which can lead to improved academic performance. However, the impact depends on how much authority and support the councils receive from school management. Nyaga (2018) found out that students had positive perceptions towards student councils when the establishment and voting were free and fair. In schools where student councils had been established, members played their roles as expected. In some schools, however, students failed to take instructions from student councils where they felt that the election of student council members was not free and fair. From these findings, it was recommended that all secondary schools should establish student councils in a free and fair process for effective management of school discipline. Ikiugu and Maithya (2021) stated that student leadership participation is likely to guarantee that rules and regulations are followed for improved student academic achievement. Kirera (2015) highlights that student council leadership is crucial in promoting peer mentorship, with student leaders taking the initiative to support and guide their peers. This culture of mentorship fosters an environment where students can learn from each other, build confidence, and enhance both academic performance and personal growth. However, the 8 impact of these efforts are limited due to the lack of structured mentorship programs and proper training. Without formal guidance and support from the school administration, the full potential of peer mentorship may not be realized. Nduta (2018) found that student council leadership plays a key role in promoting discipline, which positively impacts on academic performance. By enforcing school rules, encouraging responsible behavior, and addressing issues like absenteeism and time management, student councils help create a disciplined learning environment. However, their effectiveness is limited when they lack authority or support from the school administration. Without clear backing and guidelines, their ability to maintain discipline and improve academic outcomes is limited. Kamau (2017) revealed that student leaders serve as a link between students and the school administration, communicating concerns about academic performance, such as curriculum challenges and resource needs. Through this dialogue, they advocate for improvements that support better learning outcomes. However, if student leaders are not fully included in decision-making or their concerns are not taken seriously, this communication becomes ineffective, limiting their ability to positively influence academic success. Furthermore, following the ban on corporal punishment in 2001 (RoK, 2001), the Ministry of Education (MoE) and the Kenya Secondary Schools Heads Association (KSSHA) proposed that student council concept, where an autonomous team of student council leaders would be expected to help ensure discipline control in the schools (UNICEF, 2017). A study by Otuoro (2021) revealed that the performance of secondary schools in Nakuru County is a great concern among school stakeholders, such as parents and the community. Otuoro further noted that 19 out of the 21 schools in Nakuru County experienced a drastic decline in academic performance in the 2021 Kenya Certificate of Secondary Education (KCSE). A study by Wamiru (2017) noted that the performance in public secondary schools of Nakuru County is of concern. The researcher found that the County got a mean score of 1.4 in the 2017 KCSE, 9 down from 2.6 in 2015. This was so following the KCSE grading system, of a 12-point scale, with 12 points being the highest score and 1 being the lowest. These grades range from A to E, as seen in Table 1 Table 1 The KCSE Grading System Grade A A- B+ B B- C+ C C- D+ D D- E Points 12 11 10 9 8 7 6 5 4 3 2 1 Source: Kenya National Examination Council According to the KCSE grading system, a mean score of 6.8 as noted by Wanjiru (2018) is grade C, whereas the university cutoff point by Kenya Universities and Colleges Central Placement Services (KUCCPS) is 7.0, grade C (Kenya Universities and Colleges Central Placement Services, 2021). This shows that very few students qualify to join university, as seen in Table 1. Public secondary schools in Naivasha sub-county have low-performance records in the KCSE exams (Kenya National Examinations Council, 2021). This brings up the question of whether the student council plays a role in influencing students' academic performance (Ikiugu & Maithya, 2021). There are few studies on how student council leadership in public secondary schools in Naivasha Sub-County, Nakuru County effectively affects academic achievement in terms of their participation in peer mentoring, student discipline, and communication with administration. The scarce literature raises the question of whether students' council leadership contributes to the academic performance of students (Momanyi & Mwalwa, 2021). This makes the study urgent and viable. Thus, this study investigated the contribution of student councils' leadership on academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. This research addressed the gap in the literature regarding the effectiveness of student 10 council leadership in enhancing academic performance. Specifically, the study examined how student council involvement in peer mentorship, discipline, and communication with administration affects student academic outcomes. By focusing on these key areas, the research sought to provide insights into the potential role of student councils in improving the academic performance trends observed in the region. The findings of this study could contribute to a better understanding of how to leverage student leaders to enhance academic performance, potentially informing educational policies and practices in Kenyan secondary schools and beyond. Moreover, this research aimed to shed light on the mechanisms through which student councils can effectively contribute to creating a conducive learning environment and ultimately boost academic achievement. 1.3 Statement of the Problem Student leadership significantly enhances academic performance. In the Netherlands, student council participation in decision-making improves discipline and academic standards (Wesley, 2019). In Nigeria, student council involvement in rules and regulations leads to improved academic performance (Ndifon, 2021). Supporting student councils in guiding, mentoring, and participating in discipline also improves academic performance (Lumanija, 2020. Nduta (2018) found that student council leadership plays a key role in promoting discipline, which positively impacts on academic performance. In Kenya, student councils were introduced in 2008 to enable students to be part of the schools' management and ensure that their interests are taken into consideration. Regrettably, discipline in schools in Naivasha Sub-County, Nakuru County, has been on the decline as reported by Githinji (2019). In addition, Wanjiru (2018) found that the county recorded a mean score of 3.5 in the 2017 KCSE, down from 6.8 in 2015. Otuoro (2021) noted that 19 out of the 21 schools performed poorly in the 2021 Kenya Certificate of Secondary Education (KCSE), scoring a C- or less. Naivasha Sub-County particularly recorded a mean 11 grade of D (3.6 points) (Ministry of Education, 2024). This decline in academic performance is a concern that, if not addressed, is likely to have negative consequences. For instance, there might be limitations on students' access to higher education and scholarship opportunities, which may reduce their chances of pursuing advanced degrees or obtaining better job prospects in the future. This decline in academic performance has raised questions among stakeholders, such as parents, as to whether or not student council leadership contributes to students' academic performance in the Naivasha Sub-County. It is from this perspective that the study sought to find out the interplay of these variables and how they contribute to academic performance in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. 1.4 Purpose of the Study The purpose of this study was to investigate the contribution of student councils' leadership on the academic performance of public secondary schools in Naivasha Sub-County. The study may help the school administration to effectively involve students’ councils in matters that affect students' lives and their academic achievement. 1.5 Specific Objectives This study was guided by the following objectives: i. To investigate the contribution of student leaders’ peer mentorship on student’s academic performance of public secondary schools in Naivasha Sub-County Nakuru County, Kenya ii. To examine how student council leadership promotes discipline on students’ academic performance of public secondary schools in Naivasha Sub-County Nakuru County, Kenya iii. To assess student leaders’ communication with the school administration on students’ academic performance of public secondary schools in Naivasha Sub- 12 County Nakuru County, Kenya 1.6 Research Questions i. How does student leaders’ peer mentorship contribute to the student’s academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya? ii. To what extent does student council leadership promote student discipline on student’s academic performance of public secondary schools in Naivasha Sub- County, Nakuru County, Kenya? iii. How does communication between student leaders and the administration influence students’ academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya? 1.7 Significance of the Study The findings of this study may be helpful to the Ministry of Education (MoE) and the Teachers' Service Commission (TSC) to encourage principals to involve students in the management of schools, which might consequently improve discipline and their academic performance. This may help to minimize instances of indiscipline and students failing exams. The study might benefit school administration, particularly principals, in effectively considering students' involvement in school decisions. The teachers may also have ample time to prepare students for examinations as they can involve them in peer teaching and group discussion. The involvement of students in the decisions of the school through the students' council might enable the learners to own the decisions made, which improves their discipline as well as their performance. Parents may also benefit from a smooth running of schools as indiscipline cases are minimized and students' performance improve. The findings of this study will add to existing knowledge by providing additional literature concerning contribution of student leaders in academic performance. The study findings will be a foundation for scholars 13 interested in conducting studies related to the contribution of students' leaders in peer mentorship, discipline, and communication in academic performance. The findings will enhance the researcher's knowledge regarding student councils' leadership on academic performance. 1.8 The Scope and Delimitation of the Study The study focused on students' council leadership contributions to peer mentorship, students' discipline and communication with the administration on the academic performance of public secondary schools in Naivasha Sub-County, Nakuru County. The study was conducted only in selected public secondary schools in Naivasha Sub-County. The choice of public secondary schools was chosen intentionally, as private schools are generally privately owned and operate with higher levels of competition. The target group was limited to principals, teachers, and students. 1.9 Theoretical Framework A theoretical framework, according to Kombo and Tromp (2018), is a broad set of presumptions about the nature of a phenomenon that explains why things are the way they are in light of the selected theory. Thus, this study adopted the systems theory because student leadership is part of the school leadership system thus making the theory relevant. This also helped to have a better understanding of the students’ council contribution on academic performance of public secondary schools in Naivasha Sub-County. 1.9.1 Systems Theory A system is a set of activities laid out in collaboration to accomplish a specific goal. Mostly, each system has unique needs that contribute to the whole system. According to Ludwig von Bertalanffy (1973), systems theory is described as a collection of independent pieces that operate together in an integrated way to achieve a purpose. According to Lai and Lin (2017), the systems theory refers to a two-pronged approach where different ways are used 14 to achieve the same aim. The subsystems are expected to work closely with each other. That means when an organization expands, it gains more subsystems that should cooperate to convert inputs into outputs. Additionally, they asserted that the interdependencies are complex, and a little change in one subsystem could have significant consequences elsewhere in the organization. The work of the principal within the systems theory is to align the units and make each unit play its role effectively. According to systems theory, components of each system are structured in a hierarchical order, and components are interdependent with one another in the system to the extent that one component cannot function without the support of other components (Lai and Lin, 2017). A school, as an organization, is made up of numerous subsystems that work together to accomplish tasks and produce an output. If one of the inputs into the system fails to perform, then the overall performance of the system is affected. For example, if the student council in a school performs its duties effectively with the available resources, then the students' performance is likely to be effective. Furthermore, if the school principals ensure that the students' council is involved in mentoring others, maintaining harmonious communication with the administration, and is part of the team that establishes school rules, among other managerial functions of the school, all these will contribute to the smooth operation of the school as a system and will enable effective academic performance. Just as the malfunctioning of one organ in a human body will negatively affect another organ or even the whole body, a change in the functioning of the students' council system will affect the entire school system. 1.9.2 Weakness of Systems Theory The systems approach to management lacks universality, and its precepts cannot be applied to all organizations. One of the weaknesses of systems theory, according to Hussain (2021), is its lack of universality which leads to inefficiency. For example, in a school, there 15 are subsystems with different activities to be accomplished. According to Hussein (2021), another weakness of the theory is its lack of prescription. This is because it fails to include concrete actions to take in specific circumstances. The problem with systems theory is that it promotes a life model that assumes the needs of individuals and groups are met at the same time, which can lead to unrealistic expectations. That is why school unrest caused by ineffective student council involvement in school decisions may lead to the destruction of school property, affect learning, and even lead to the loss of human life (Mukiti, 2014). 1.9.3 Application of Systems Theory to the Study System theory was applied to this study because the school as a system was made up of multiple components, such as school principals, teaching and non-teaching staff, and students who worked together to achieve the school's objectives. As noted by Lunenburg (2010), the main components of an open social system had to work together to realize the desired goals. Therefore, the principal of the school was charged with the responsibility of ensuring that all subsystems, including the students' council, worked together to improve students' academic performance. The school received resources, such as finances, teachers, students, parents, and collaboration from society, as inputs. The school provided the environment where the students' council could perform its functions, such as mentoring other students and participating in the establishment and implementation of school rules and regulations, in realization of the overall goal for effective student academic performance. Subsystems has distinct properties both in specialization and scope of responsibilities, but there was no single subsystem that was superior or inferior to others. All subsystems performed unique but complementary roles to attain the common goals of the system. Thus, even if the principal occupied a higher position than the students' council, which was in the lowest rank of the administrative hierarchy, the role of the student council's involvement in the leadership of the schools is not inferior to that of the principal. They all performed various but 16 interrelated tasks in an interdependent manner to achieve high levels of school performance. It was, therefore, important that school administrators appreciated and recognized the role played by the student council in enhancing the students' academic performance, regardless of their position in the administrative hierarchy. System theory consists of subsystems that affect the overall system. According to Chikere and Nwoka (2015), the most important benefit of systems theory is that it is structured. A students’ council being one of the subsystems contributes to the school administration’s efficiency. Established chains of command and channels of authority between the school system and subsystems contribute to the academic performance of the students. Systems theory evaluates the system's overall effectiveness rather than the effectiveness of its subsystems. This allows for the application of system concepts across organizational levels rather than only focusing on the objectives and performances of different subsystems. 1.10 Conceptual Framework A conceptual framework is a visual diagram that illustrates how different variables are connected, including the independent, intervening, and dependent variables in the study. It depicts how the variables are related to one another (Rustamov et al., 2023). This study's independent variable is student councils’ leadership. The sub-variables are peer mentorship, discipline, and communication with the administration. The dependent variable is the student’s academic performance. The conceptual framework further shows students’ attitudes towards school leadership and examinations as an intervening variable, as illustrated in Figure 1. 17 Figure 1 Conceptual Framework Showing Relationship among Variables Source: Researcher, 2024 The conceptual framework, as illustrated in Figure 1, shows that student council leadership (an independent variable) is important for the effective academic performance of students, which is a dependent variable. The students' council is involved in disciplinary roles such as peer mentorship (induction of new students, counseling of students), student discipline (ensuring learner punctuality, minimizing noise in classes, adherence to academic program schedules, lesson attendance, prep attendance, completion of assignments, and filling out the Teachers' Service Commission (TSC)  End-Term Exam/KCSE Results, e.g., improved K.S.C.E. mean scores  High Academic Performance  High Students’ Discipline  Low Performance Involvement in peer mentorship  Induction of new students  Referring students to get further assistance  Enhancing discipline Involvement in the student's discipline  Ensuring rules and regulations to other students  Ensuring punctuality  Maintaining class order  Promote safe learning environment  Coordinating discussion groups  Filling out teachers’ attendant form  Ensuring students prep attendance Involvement in communication with administration  Attending school meetings  Providing feedback to other students  Presenting solutions after discussion  Presenting concern on academic progress  Students’ attitude  School Policies  Culture of the school  School Programme  Co-Curricular activities Independent Variables Students' council leadership Dependent Variables Academic Performance Intervening Variables 18 teacher attendance form daily). Communication with the administration, as an independent variable, was examined in terms of student leaders attending school meetings, listening to administrators, expressing the concerns of other students to the administration, and providing feedback to other students. These variables were studied and related to effective students' academic performance, which were determined by the Kenya Certificate of Secondary Education (KCSE) mean grades. The study further conceptualizes students' attitudes, school policies, school culture, teaching and learning methods, school programs, and co-curricular activities as the intervening variables that affect school leadership and KCSE examinations, contributing to students' performance. 1.11 Operational Definition of Key Terms Academic Performance: This refers to how well students perform academically as measured by their high mean grade in the Kenya Certificate of Secondary Education. Discipline: This is the act of training someone to obey rules and regulations set in an institution. School Rules: A set of school policies that outline students' expected behavior and conduct. Student council: This refers to the elected group of students who represent the other students. Student Councils’ Leadership: This refers to leadership provided by a group of students elected by their peers to address issues of concern. The student council leadership helps to share ideas, interests, and concerns with teachers and school administrative authorities. Students’ council involvement in peer mentoring: this refers to the part played by students’ leaders in identifying needs of the students and directing them towards 19 achieving specific goals. Communication with administration: This refers to the conversation between students and the school administration. Peer mentorship: This refers to the student leaders who act as models to other students. 20 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter presents the literature review based on the objectives of the study. The study reviewed related literature in terms of global, continental, regional, national, and contextual studies. Subsequently, the chapter identifies gaps and contributions in the studies reviewed. This in turn advanced the argument in this study. 2.2 Student Leader in Peer Mentorship on Academic Performance Students' council involvement in peer mentoring is essential in creating an inclusive and safe learning environment for all students (Lorenzetti & Lorelli, 2020). The study further contended that student leaders who act as role models are especially important in preparing other students for life by exposing them to various meaningful experiences and helping them reach their potential. Peer mentoring helps create a positive school tone and culture (Krishman & Abraham, 2020). In schools where students actively participate in peer mentoring, there is a positive relationship among peers and a sense of inclusion and acceptance, resulting in just and equitable schools where students' discipline is enhanced and academic goals are met. Peer mentoring aims to motivate other students by providing accessible proof that a student can behave well and achieve academic excellence (Rober et al., 2007). Mentorship further narrows the gap between indiscipline and non-performing students through genuinely friendly relationships. The student leaders provide a reliable and easily accessible confidant with whom other students can share their weaknesses and get assistance (Walters & Kanak, 2016). Peer mentoring involves an intense interpersonal exchange between an experienced person (the mentor) and a less experienced person (the protégé or mentee), for whom the mentor provides support, direction, and feedback for growth and personal development (Jato et al., 2022). The peer mentoring process, therefore, involves two or more individuals working 21 together to develop the abilities of one individual. The mentors guide, teach, and influence their mentees in important ways (Talha & Ishak, 2022). Peer mentoring in schools helps students develop social support networks that build their self-confidence and enable them to thrive among their peers. It further explained that the mentors also nurture the mentees' academic aspirations. Through role modeling, emotional support, and positive feedback, mentors influence their mentees' perceptions of identity, self-worth, and the values that they place on schooling, which leads to academic success. The mentoring process also notably impacts the mentors positively by providing challenging opportunities that they need to navigate. This cultivates their problem-solving abilities, nurturing and empowering them as future leaders (Walters & Kanak, 2016). Talha and Ishak (2022) also share that peer mentorship has minor benefits in the short term but a much bigger impact in the long run. It enhances school attendance and student retention rates. Other studies point to challenges in implementing school regulations as well as resolving students' concerns. This has also been established to negatively impact on the academic performance of the students in these schools (Alunga, 2019). In Australia, Willis and Manka (2012) conducted a qualitative study about peer mentoring in a regional Australian secondary school. The study established that student peer mentoring helps reduce adolescent risk behaviors such as drug use, smoking, and teenage sex, which are part of indiscipline activities. Schools with strong mentoring programs, whether led by seniors or peers, are more likely to produce confident students who are more focused, self- assured, and firm in their decision-making. The study further discovered that mentorship integrates students into the school and improves their connectedness. This study elaborated on how peer mentoring improves the behavior of learners but presented limited information about how peer mentoring improves academic performance, which will be the focus of this study to cover the gaps. 22 Lafontan et al. (2023) conducted a study about the experiences of student peer mentors in nursing education in Norway. The study aimed to investigate the experiences of student peer mentors who participated in a mentoring program that was implemented to increase student well-being. The study also wanted to find out how the experiences of student peer mentors helped to prevent dropping out among first-year Bachelor of Nursing students at a university in Norway during the COVID-19 pandemic. Eleven semi-structured interviews were carried out with student peer mentors. Using a thematic analysis, four themes were identified: being someone who can ease the transition, defining roles and boundaries, developing communication strategies, and developing professional competence. Knowing how difficult the transition to higher education was and being a student during the COVID-19 pandemic made it challenging for the mentors to set boundaries. It was also challenging to develop effective ways to communicate with the first-year students. Being a mentor was considered beneficial for developing professional skills such as empathy and communication and for gaining self-confidence. The study found that there is a need for more knowledge about how to support mentors in clarifying the peer mentoring roles, setting boundaries, and coping with the emotional labor involved in peer mentoring. The cited study, even though it looked at peer mentorship, was in the context of university students, but this study will be in the context of secondary schools targeting student council leaders. Ching (2017) researched Chinese immigrant adolescents in the United States of America. Twenty-three high school students who emigrated from Mainland China participated in the program, and four other high school students served as their peer mentors. Data analyses revealed that the students who participated in the mentoring program had significantly higher peer attachment trust and need for closeness scores at the post-test than at the pre-test. It was further established that Asian youth face a multitude of challenges upon immigration to the United States, including language and communication barriers, accessing and building social 23 support, and adjusting to a new school environment, all of which affect their discipline and performance. The findings of the study indicated that student peer mentorship is important for developing students' abilities; however, the study did not discuss how mentorship leads to students' academic achievement. This research intends to establish the connection between student leadership and the impact of their mentorship on their peers' academic performance. A study by Mgaiwa and Kapinga (2021) conducted a study on mentorship of early career academics in Tanzania: issues and implications for the next generation of academics," was conducted in three institutions of higher learning. The institutions that were purposively selected for the study include the University of Dar es Salaam, Mkwawa University College of Education, and Ardhi University. The researchers used a descriptive survey method and used open-ended questionnaires, interviews, and focus groups to gather data from the respondents. The qualitative data from the study was thematically analyzed, while quantitative data was analyzed using SPSS version 20.0 to produce the outcome in frequencies and percentages. The findings of the study established that learning institutions lack clear guidelines on how to run mentorship programs and what deliverables are to be expected. Over 73% of the respondents reported that there was no mentorship, while slightly over 20% reported that there was some mentorship. This pointed out the presence of mentorship in the learning institutions but probably poorly executed. The study also found out that peer mentorship exists among some students outside any formal guidelines or recognition. The study gave recommendations for learning institutions to embrace mentorship and avail resources, develop frameworks and guidelines that will enable functionality and sustainability of the mentorship programs. The study had helped in unearthing the reality and challenges faced by mentorship programs in learning institutions. However, the study was done in Tanzania and majorly focused on mentorship within the environment of higher learning only. The study did not seek to establish if the student leadership plays any role in mentorship of the students at any level or any given 24 direction. This study will seek to establish the function of student leadership in offering mentorship to other students regarding discipline and academic performance. Wambua et al. (2019) conducted a descriptive survey in Machakos County, Kenya to establish how Principals' Use of Student Mentorship Programmes and Students' Discipline in Secondary. The study adopted the cross-sectional research design and used Ludwig Bertalanffy's Systems Theory. The study used questionnaires to gather data from the 354 respondents that were randomly sampled. The data was synthesized using percentages, frequencies, and means. The findings of the study established that nearly 70% of the schools in Machakos County use mentorship programs for their students. It also revealed that there is a strong relationship between the use of mentors in secondary schools in Machakos County. The findings highlighted that the mentors shared study skills, academic concepts, and the importance of having a study plan with their mentees. It was also noted that mentoring reinforced among the long-term benefits of having mentors improved discipline, school attendance, and ethical living among the students. However, the study did not specifically look at student leadership council mentorship, but focused on general mentorship by alumni and other students in senior classes. The study also used questionnaires only to get responses from the respondents, limiting the interaction and responses. This study intends to use both interviews and questionnaires to gather data to enable the researchers to further seek clarifications from the respondents on mentorship by the student leadership council. Another study by Musa (2022) used mixed methods on the Relationship between Mentorship and Transition to Post-secondary Education of Girls in Mombasa County. The researcher sampled 260 respondents and used face-to-face interviews and online interviews to gather feedback from the respondents. The respondents included parents, teachers, students, teachers, and form graduates from local community-based organizations and faith-based organizations in Changamwe. The data gathered from the respondents was analyzed using 25 SPSS version 25.0 to get the frequencies, percentages, and means. The findings showed that approximately 30% of the respondents did not proceed to higher learning institutions while 60% transitioned. The findings also indicated that nearly 19% of the respondents did not have access to any form of mentorship, while over 80% had access to mentorship. The study established that mentorship played a significant role in helping the girls achieve better grades in their studies. The study explained the different types of mentorships used in schools. These included the traditional one-on-one mentoring and group mentoring. Traditional one-on-one mentoring was specified as where senior students are paired with junior students for guidance, support, and motivation. These was achieved through, regular contact between the mentor and their mentee. On the other hand, group mentorship was explained as organized forums where a successful individual in a given field, subject, or sport is assigned several individuals to help in improving the target area of interest. Peer mentoring, was elaborated as members of the same class or age bracket with common interests mentoring each other. This is likely to be the case in most classes where students turn to each other for support. The study ventilated on the various benefits of mentorship in schools and how they impact academic performance. However, the study focused on former students who are and other community-based stakeholders that do not have a direct interaction with learning procedures in secondary schools. This study specifically intends to sample participants from learning institutions with students that are impacted by student leadership and mentorship. 2.3 Students' Leadership in Discipline on Academic Performance The students' council, being a sub-group in the school, ensures students adhere to the rules at all levels for effective academic performance. In the USA, student councils exist at the elementary, middle, and high school levels, though generally, student councils are more prevalent in high schools. Involvement at the lower levels has proven to be beneficial in that 26 when students reach higher grades, they have already learned how to conduct formal meetings, discuss problems, and make decisions. A study was conducted by Claver et al. (2020) on the Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach from Achievement Goal and Self-Determination Theories. The study applied the achievement goal theory and self- determination theory to form the theoretical framework on which the study was based. A total of 919 high school students took part in the study by filling out semi-structured questionnaires. The data was later compiled using M Plus statistical software for structural equation model prediction. The findings of the study pointed to the critical importance of task-based motivation among the students. They also emphasized the need for psychological autonomy as well as an emotional connection between the mentor and their mentee. These elements were observed to reinforce the relationship between the mentor and their peers while strengthening the resolve to stay in school and pursue academic excellence. The study recommended more intervention programs that facilitate motivation and mentorship to help students have better cognitive and behavioral outcomes in the long term. As much as the study highlighted the various aspects affecting academic performance among students, the focus was only on one subject. This excluded attitudes of the students in other subjects, denying the researcher the opportunity to have a wholesome view of other subjects. Therefore, this study intends to focus on the entire learning process without focusing on any particular subject. As Jemma (2021) pointed out, students in the USA elect class presidents to serve for a maximum term of one academic year with the option of seeking re-election. The presidents are mandated to ensure that concerns relating to the class are presented for debate at the student council's forum. Additionally, the president has the responsibility of presiding over cabinet meetings and consolidating class activities, which improves order in the schools and their 27 overall student performance. McKenna (2016) conducted a study in Germany and noted that the involvement of student leadership in the development of school policies leads to clear and consistent policies, developed by school officials, teachers, and students, which meet expectations and promote a stable school setting, leading to a safe educational environment and academic achievement if well followed. Schenk et al. (2020) observe that the involvement of students in the governance issue of the school promotes a sense of belonging and inclusiveness among students. The article further argues that a lack of student participation in their governance is likely to lower the standards of discipline by fanning rebellion. The students feel excluded and silenced, hence resort to unconventional methods of resolving their issues. Ng'etich (2020) noted that authoritative teachers who work without involving students negatively impacts the learners by reinforcing the belief that, only adults or teachers have the capacity to find solutions. This is also reflected in academics, where students are likely to form attitudes that some concepts are only best understood by teachers and not students when the majority or all of them fail (Schenk et al., 2020). A study by Bukaliya (2012) in Zimbabwe investigated the effectiveness and relevance of the students' council in addressing student concerns, student conduct, how teaching is conducted, or any other interests by students in public secondary schools. Findings established that the students' councils were not effective in maintaining student discipline or mentoring others due to their own shortcomings. In particular, the study found that the student councils rarely held consultative meetings with their respective students. Students' grievances were obtained through suggestion boxes, but these had not been deliberated upon, laying the ground for potential indiscipline cases and disruption to smooth learning. While this study by Bukaliya explains the roles of students' councils, it is not clear how students' involvement in the running of schools’ influences students' performance, hence the need for this study that will look into 28 how students' councils' involvement in discipline influences students' performance. Involvement of students in school administration and activities through student councils have been embraced by many schools in Kenya. Kilonzo and Kanori (2017) conducted a study aimed at establishing the influence of student councils' involvement in the implementation of school rules and policies among students on their discipline in public secondary schools in Kathonzweni Sub-County. The study adopted a descriptive survey design. The target population was 30 public secondary schools in Kathonzweni Sub-County. The results of the study indicated that schools where a student council was not involved in implementing school rules were characterized by higher levels of indiscipline than those that involved students in implementing school rules. It is also established that involving student councils in implementing school rules influences students' discipline. This study highlights the importance of students' council involvement in school administration but does not clearly bring out how the involvement of students influences the academic achievement of learners. This study intends to establish if student leadership in discipline management has any impact on academic performance. Kirera (2015) conducted a study on challenges faced by prefects in managing students' discipline in secondary schools in Buuri Sub County, Meru County, Kenya. The research design used in this study was a descriptive survey in which respondents filled out questionnaires. The study established that prefects in secondary schools are important due to the role they play in bridging the gap between the administration and students. Being a prefect in secondary school is an added responsibility on top of the academic work. The study revealed that prefects face threats from fellow students, that school administration does not train prefects, and that prefects lose command, especially when they do not perform well academically. The study recommends; induction courses for prefects after they are democratically elected by other students. The school administration should also work closely 29 with prefects to enable them to overcome their challenges. Though the study looked at students' leadership, it did not address aspects of students' leadership such as involvement in peer mentorship, discipline, communication with administration, and how such factors influence students' academic performance, hence the need for this study to fill the gap. Ikiugu and Maithya (2021) conducted a study about the impact of student councils' involvement in school policy formulation on school discipline in public secondary schools in Meru County. The study adopted a mixed-methods approach where questionnaires were used to collect data from heads of guidance and counseling departments and presidents of student councils, while interview schedules were used to collect data from deputy principals. The findings indicated that students' council involvement in policy formulation was statistically associated with the level of students' discipline in secondary schools. This was supported by the log odds result, where a one-unit increase in student council involvement in policy formulation improved the odds of the level of discipline being satisfactory. An improvement in student councils' involvement in policy formulation increases the probability of satisfactory discipline in secondary schools. This study, however, concentrated on the discipline of students and did not discuss how students perform because of students' council involvement, which is a gap that will be covered in this study. 2.4 Students’ leadership in Communication with Administration on Academic performance Effective communication refers to the passing of information that is free from bias, helps people improve in teamwork, and aids decision-making without causing conflicts or destroying trust (Cunningham, 2000). Communication from the students' council to the school administration and vice versa is necessary for effective management of secondary schools (Momanyi & Mwalwa, 2021). Communication plays a major role in the participation of students' councils in the management of schools all over the world. In Singapore, student 30 councils are the mediums of communication between the students and the school administration (Fletcher, 2005). In the USA, Canada, and India, secondary schools have a students' council that receives, evaluates, and presents students' issues to the school management. The students' council presents the students' expectations to the school management in written form for further consultation, consideration, and approval (Woods & Cribbs, 2001). A qualitative study was conducted by Mazalani (2021) about students' perceptions of online class delivery methods in South Korea and Malaysia. The findings revealed that communication between lecturers and students remained a critical factor for success regardless of the class category. The study provided further insight into matters experienced by students and how educators may heed the opinions of students when improving future learning programs. It must be acknowledged, however, that though the study focused on the importance of communication between students and school administration, it did not provide sufficient discussion on the student council's involvement. The study revealed a methodology gap where a qualitative approach was used to collect data. This study is meant to fill the gap since both qualitative and quantitative approaches were be used to collect the data. The two paradigms enable the researcher to triangulate by comparing the findings as well as providing a broad analysis of the research problem (Demir & Pismek, 2018). A geographic gap was also identified in that the study was carried out in Korea and Malaysia, whereas this study will be in Kenya. In Germany, student councils' communication and collaboration with school administrators has attracted scholars' attention. Gregorio (2019) conducted a qualitative study in Germany aimed at establishing the influence of students' leadership on academic achievement. The study established that student leaders are an important part of school structures and offer students the opportunity to take on leadership roles of responsibility, 31 providing them with the opportunity to learn how to manage responsibility to their school, its community, and the institution as a whole. Moreover, the role offers them the opportunity to understand what it means to represent the voice of their peers since they communicate the views of the other students to the school administration. It was further established that the communication of student issues to the administration has improved the services of the schools to the students, which has improved their academic success. This study will serve as the basis on how students' council involvement in peer mentorship, discipline, and communication with administration contributes to the academic performance of learners in public secondary schools in Naivasha Sub- County, Nakuru County, Kenya. In a qualitative study about students' leadership demands and problems of the educational system in Nigeria, Oluwasola (2023) noted that students' leadership in schools is an important aspect that plays a significant role in enabling learners to achieve their potential. The author noted that at both the secondary and higher levels of education, student leaders must be considered essential for the effective running of institutions. The study argued that student leadership acts as a bridge between authority and all other students. Members of the union also have the opportunity to fight collectively for the rights of the entire student body. Student leadership is said to be essential as it champions the cause of other students and helps the general student body be law-abiding. The leaders act as a bridge between the authority and all other students. The study, however, did not look at students' leadership involvement in communication with the administration, which is among the variables of investigation in the current study. Through communication, the student council leaders will be able to present the students' grievances to the school administration. Likewise, the administration will be able to deliberate on issues that affect the academic performance of students. Wokadala (2016) conducted a study aimed at evaluating how school leadership and management practices impact students' achievement in Uganda. The study used both 32 quantitative and qualitative tools for data gathering, which included questionnaires and interviews, respectively. Teachers and students were considered as units of analysis. Results indicate that school success is associated with effective leadership where teachers and students are involved in decision-making and policy implementation. The study revealed that effective student leadership is important for the performance of learners and emanates from positive behavior reinforcement and verbal and material recognition of students showing exceptional accomplishments and leadership. The cited study, however, was not specific on which type of qualitative and quantitative approaches were used. This study is related to the cited study in that it will use both qualitative and quantitative approaches; specifically, cross-sectional for quantitative data and phenomenology will be used for qualitative data. The study will also involve students as units of analysis. Communication between student leaders and the school administration has been a challenge in some schools. Morange and Barchok (2017) conducted a study about the participation of student councils in communication to enhance the effective management of secondary schools in Nyeri County, Kenya. The study adopted a causal-comparative research design. Purposive sampling was used to identify 24 boys' and girls' public boarding secondary schools for the study. According to the findings of the study, student councils do not listen to students on some issues and do not present problems to the school administration in time. It was also revealed that the student councils are neither trusted by the students nor the administration because they are not always truthful, which implies that there is a communication breakdown, and as a result, they do not help the school administration enhance effective management. 2.5 Summary of the Literature and Research Gaps Addressing the research gaps is essential for advancing an understanding of how principals can effectively involve student councils’ leadership to promote high academic 33 performance in public high schools. The study identified several related studies to this study; however, several gaps are identified in the studies reviewed. The study identified several related studies to this study; however, several gaps are identified in the studies reviewed. For instance, the researcher noticed that some studies showed geographical gaps, especially those conducted in other countries. There is also a notable gap in understanding the specific strategies employed by principals to involve student councils’ leadership in schools. Further research is needed to explore the methodologies, tools, and frequency of involvement of student councils’ leadership by principals in different school contexts (Lorenzetti & Lorelli, 2020). Further, there is limited research on how principals involve student council leadership to promote student’s academic performance. Understanding how student council leadership contributes to peer mentorship, discipline, and communication with administration is an essential guide to effective leadership practices for better academic outcomes (Manka & Craft, 2012). Additionally, examining how contextual factors affect the success of student council initiatives can offer deeper insights into educational leadership (Wokadala, 2016). Njaramba (2022) conducted a study on students' leadership roles and their impact on academic performance in China. Some studies found that peer mentorship, student discipline, and effective communication between student council leadership and administration positively influence academic outcomes. Furthermore, studies also found that students who take on leadership responsibilities may struggle to balance their academic work with the demands of their leadership roles. The pressure to succeed in both areas can create challenges for student leaders trying to manage their time and focus. (Ching, 2017). However, some school principals neglect the aspect of peer mentorship and administration support for student leadership, and inadequate communication channels between student council leadership and administration, which can lead to poor academic performance (Ikiugu & Maithya, 2021). However, despite numerous studies indicating a positive influence of student council 34 leadership, some of them did not clearly show how principals involve student council leadership to improve students’ academic performance. Some other studies revealed a methodological gap because they adopted other research designs that were different from what this study. Therefore, this study sought to fill the gap by exploring the contribution of student councils' leadership on the academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. 35 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3.1 Introduction This chapter presents the research design and methodology that will be used during the proposed study. It discusses the research design, location of the study, target population, sampling techniques, data collection instruments, validity and reliability, credibility and dependability of qualitative instruments, analysis procedures, and ethical considerations. 3.2 Research Design The study used a convergent parallel mixed method approach. This design allowed the researcher to apply both qualitative and quantitative paradigms in the collection and analysis of data hence enabling the researcher to draw the strength of each paradigm. Kombo and Tromp (2018) define a research design as a step-by-step procedure on how the research objectives can be attained with a minimum deviation from the expected results. Creswell and Poth (2013) explain that the convergent parallel mixed method involves using both quantitative and qualitative approaches simultaneously, giving equal importance to each within a single phase of research (Demir & Pismek, 2018). The convergent mixed methods approach enabled the researcher to analyze the principals’ monitoring of instructional practices on learning outcomes. It also helps the researcher to collect data from various respondents namely; principals, teachers and students. These assist in getting a broad opinion and richer understanding of the research problem. 3.3 Location of the Study The study took place in Naivasha Sub-County, which is located within Nakuru County. Naivasha has a population of about 224,141 covering about 425.48 square kilometers. Its neighbors are Kajiado South, Lari, Narok East, Gilgil, and Nyandarua South Sub-Counties. Naivasha Sub-County has eight wards, namely: Mai Mahiu Ward, Olkaria Ward, Viwandani 36 Ward, Naivasha East Ward, Lake View Ward, Bashara Ward, Maela Ward, and Hells Gate Ward (NG-CDF Naivasha, 2021) (see Appendix A). There are 39 public secondary schools in Naivasha Sub-County. The choice of the sub-county for this study was due to a decline in academic performance in KCSE examinations. Since student councils play a vital role in the management of schools, the researcher sought to find out whether student councils contribute to students' academic performance in Naivasha Sub-County. 3.4 Target Population The target population is a large group from which the sample is taken. This population includes people or objects depending on what the study intends to use (Kombo & Tromp, 2017). There are 39 public secondary schools in Naivasha Sub-County but this study decided to carry out the research in 13 public secondary schools in Naivasha Sub-County. This is because the researcher believes that Naivasha Sub-County is a representation of different communities. This means many people come from different communities to settle in Naivasha Sub-County and hence make it a rich place for this study. The target population of this study was 2,673 participants comprising; 39 public secondary schools, 39 principals, 234 teachers and 2400 students in Naivasha Sub-County, Nakuru County. The principals were part of the study because they are the school administrators expected to oversee the discipline and academic performance of students. Teachers were included in the study because they interacted with students in their learning and were well- versed in their discipline as well. The student body, together with the student council were included because they represented other students, and duties assigned to ensure rules and regulations are adhered to enhance academic performance. 37 Table 2 Target Population Target Population No. of the target population Category No. of schools Category Principals 39 Girls boarding schools 3 Teachers 234 Boys boarding schools 3 Students 2400 Mixed boarding schools 3 Mixed day schools 30 Total 2,673 39 Source: Researcher 2024 3.5 Sample Size and Sampling Procedures The study employed both probability and non-probability sampling techniques. Probability sampling gave an equal chance for all to participate in the study, thus avoiding bias. This was possible because the mixed method design allowed the use of both sampling approaches. A combination of probability and non-probability sampling techniques yielded consistent information given that the results from one method could be used to illustrate the results from the other (Etikan, 2017). The researcher was considerate of the limited resources available and time constraints in conducting the research, therefore settling on a lean sample size. Ogundimu et al. (2016) stated that a sample size of 10% could yield conclusive results in a study. The sampling interval used was established by dividing the total target population by the desired sample size. The systematic sampling formula helped in ensuring an even distribution of the sample across the target population (Naidoo, 2013). 3.5.1 Sampling of Schools In Naivasha Sub-County, there were 39 public secondary schools. In this study, 33.3% of the targeted schools participated, which was a sample size of 13 public secondary schools. This sample size was over the minimum threshold of 10% of the target population and was sufficient to help the study reach conclusive findings (Ogundimu et al., 2016). The researcher 38 used stratified sampling to group the schools into male and female then simple random sampling to selected two girls' boarding schools out of three, two boys' boarding schools out of three, and two mixed boarding schools out of three. This was done through assigning numbers 1 to 3 the odd ones were considered. Seven mixed-day out of 30 public schools were sampled using systematic sampling with an interval of four. The total sampled schools were 13. 3.5.2 Sampling of Principals Non-probability sampling techniques was used particularly purposive sampling to select principals in public secondary schools. Campbell et al. (2020) support that purposive samples have better fitting characteristics than others. Andrade (2021) observed that purposive samples are used because of the suitable characteristics that enrich the study. The study adopted non-probability sampling; particularly purposive sampling to select 13 principals from the selected secondary schools. Purposive sampling was chosen because it is suitable when the researcher focuses on a small sample with particular characteristics. 3.5.3 Sampling of Teachers The study used systematic sampling to select 40 teachers out of 13 public secondary schools in Naivasha Sub-County. The researcher sampled form three class teachers because they were in regular contact with their students and were directly responsible for their discipline at the basic administrative level (Nkirichia, 2021). However, all teachers are equipped to instill values and discipline in students, as well as to support their mental well-being to help avoid unrest in school. They work closely hand-in-hand with the other teachers in advising and counseling students found to be deviant (Namai & Manyasi, 2019). Out of the 39 schools, 234 form three class teachers was the total target population. To get the sampling interval for form three teachers, the researcher applied the systematic sampling formula with a desired sample size of 40. 39 Therefore K=N/n, K=234/40 K=5.85, the researcher, therefore, sampled every sixth teacher from the target population. 3.5.4 Sampling of Students The researcher used Form Three students because they had been in the school for quite some time and were aware of the school culture regarding academic performance. Form Three also had sufficient records that could be used to observe their academic trend and discipline status. The researcher applied a systematic sampling formula of K=N/n to get the sampling interval for the Form Three students. The researcher desired a sample size of 240. Therefore, K=2400/240 K=10, hence the researcher sampled every tenth student from the form three students in the sampled schools. Table 3 Sampling Techniques, and Sample Size Category Target population Sampling Technique Sample Size Schools 39 Stratified sampling Simple random sampling Systematic sampling 13 Principals 39 Purposive sampling 13 Teachers 234 Systematic sampling 40 Students 2400 Systematic sampling 240 Total 2,673 306 Source: Researcher 2024 40 3.6 Description of Research Instruments Questionnaires and interview guides were used to collect data. Questionnaires were used to collect data from students and teachers, while the interview guide was used on the principals. 3.6.1 Questionnaire for Students A questionnaire is one of the most convenient tools for collecting information because it helps to collect large amounts of data within a short period; the results are more reliable and less costly. Both open-ended and closed-ended questions were included in the students' questionnaire. The questionnaire was in four parts: A, B, C and D. Part A consisted of demographic details, which included gender and age. Parts B, C and D consisted of three components of the objectives. These were the influence of students' council leadership in peer mentorship on academic performance, the influence of students' leadership in discipline on academic performance, and the influence of students' leadership in communication with the administration on academic performance. 3.6.2 Questionnaire for Teachers A questionnaire is one of the most convenient tools for collecting information because it captures a grand quantity of data within a short period and it is less costly. Both open-ended and closed-ended questions were included in the teachers' questionnaire. The questionnaire consisted of two parts. Part A consisted of demographic information, which included gender, age, educational level, and teaching experience. Parts B, C and D covered the three components’ variables of the objectives that is; the influence of students' council leadership in peer mentorship on academic performance, the influence of students' leadership in discipline on academic performance, and the influence of students' leadership in communication with the administration on academic performance. 41 3.6.3 Interview Guide for Principals The researcher used an interview guide to gather qualitative data from the principals. The use of interviews helped provide flexibility to probe and clarify responses. The interview guide for the principals had two sections: A, B, C and D. Section A captured demographic information that is, gender, age, educational level, and teaching experience. Section B, C and D contained questions based on the three objectives; students' council leadership in peer mentorship, students' leadership in discipline, and communication with the administration on academic performance. 3.6.4 Pilot Testing The questionnaire was tested in two secondary schools, which did not participate in the final study. Thus, the researcher included 10 students in the piloting of the instruments. A pilot study before the actual research helped to ensure that the research instruments would collect the desired data (Tseng & Sim, 2020). The pilot study helped the researcher to restructure the questions for clarity, and comprehension of the participants, in the study. After the pilot test, the researcher made corrections, for example, ambiguous terms were refined for the instrument to be more meaningful and accurate. 3.6.5 Validity of the Study Instruments Research validity refers to how effectively a study measures what it intends to measure and how accurately it represents the reality it seeks to reflect. It ensures that the findings and conclusions are supported by reliable evidence and can be trusted (Mugenda & Mugenda, 2013). According to Sangosen, Hellman and Hill (2013), face validity is the clarity, conciseness and completeness of a research instrument whereas content validity measures how well the items of the tool align with the topic and test's objectives. To ensure validity, content validity was assessed using expert judgment from individuals well-versed in the subject being studied. 42 The researcher used the feedback of experts to refine the research instrument. The researcher also sought input from supervisors and experts to ensure that the questionnaires tested what they were designed to assess. 3.6.6 Reliability of the Research Instruments Reliability of measurements is the repeatability or replication of findings of a particular measuring procedure giving equivalent results when the study is done over several repeated trials or conditions. This means that if a study is repeated under the same conditions, it should produce a similar result. Reliability ensures that the research findings are not just a fluke but are stable and repeatable (Orodho, 2009). The instrument test consistently measures whatever it measures using the same re-test method. This involves giving the same instrument to the same group of respondents twice, with a two-week interval between the tests, and one month. The same procedure yield consistent across these administrations would indicate stability in the phenomenon that was measured, suggesting that monitoring practices and their perceived impact on teaching and learning outcomes remain relatively unchanged over the specified timeframe (Keith, 2017) According to Keith (2017), Cronbach's alpha enables researchers to determine internal consistency reliability from a single administration of the Likert-type scale and close-ended questions. These scholars further contended that the reliability coefficient should be at least 0.7 and above. In this study, the researcher used SPSS to calculate the reliability coefficients of the Likert scale questions prepared for students and teachers to determine the Cronbach alpha. The reliability coefficients of 0.7 and above led to the conclusion that the instruments (questionnaires) were reliable and could be used by the study to collect data. According to Sürücü and Maslakçı (2020), a value of 0.7 and above indicates a strong correlation and therefore is acceptable. The results are as shown in Tables 6 and 7. The teacher’s questionnaires were tested using Cronbach's alpha to ascertain the 43 reliability of the research instrument. Statistical measures like Cronbach's alpha was used to verify that the test or survey results are reliable and not affected by random factors. The results are shown in table 4. Table 4 Reliability test for teachers Scale Number of items Cronbach Alpha Comment Involvement in peer mentorship 8 0.713 reliable Involvement in the student's discipline 10 0.816 reliable Involvement in communication with administration 10 0.715 reliable Involvement in peer mentorship 8 0.713 reliable Source: Researcher 2024 Table 4 shows that Cronbach's Alpha for all the scales was above 0.7. This is an indication that the instruments were adequately reliable for measurement. The results are in agreement with the literature of Sürücü and Maslakçı (2020), who stated that a Cronbach's alpha of 0.7 indicates an acceptable level of reliability. The student’s questionnaires were tested using Cronbach's alpha to ascertain the reliability of the research instrument. Statistical measures like Cronbach's alpha are used to verify that the test or survey results ar