EFFECT OF STRATEGIC FORMULATION AND RESOURCE ALLOCATION ON ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN GARISSA COUNTY, KENYA

Abstract

This study aimed to determine how strategy formulation and resource mobilization affect public secondary school academic performance. In this study, the Goal Setting Theory, Adaptive Leadership Theory, and the Trait Leadership Theory were used with the anchor theory being the Trait Leadership Theory. The study was conducted using a descriptive research design, with a target population of 110 where census sampling was adopted. Data was collected using questionnaires and analyzed using descriptive and inferential statistics with the help of SPSS. The Findings showed that strategy formulation influences public schools’ academic success in a significant way, and these practices have a major effect on academic performance. The findings also showed that resource allocation has a significant impact on academic performance. The study recommends that principals are in charge of policy formation, which sets the direction in which the school is headed. BoM meeting is a requirement and allocating adequate resources that facilitate the running of the school and extracurricular activities that enhance academic success. Thus, each phase of the strategy development process should involve input from the management team.