RELATIONSHIP BETWEEN ACADEMIC QUALIFICATION IMPLEMENTATION AND PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN EMBU COUNTY

Several academics have suggested that theres an affirmative association between academic implementation and performance, while others contend that the relationship is inconsistent and hence remains controversial. Practices of strategic implementation in Kenya, began gradually and progressively in the 1960s, but are now gaining popularity. As important as the theories of Strategy implementation in commercial firms, it is a requirement for public secondary schools to implement strategies as per the guidelines provided by the Ministry of Educations strategic plan that supports the governments goal of ensuring that every Kenyan kid has access to high quality education and training. Aside from the governments embrace of Strategy implementation as a policy, limited resources, stiff competition have made strategy implementation a necessity. The study sought to evaluate the relationship between Strategy implementation and performance of public secondary schools in Embu County. The specific objectives of the study were academic qualification and performance of public secondary schools in Embu County. The theory underpinning the study was systems theory. The study adopted descriptive research design. Multistage cluster and random sampling technique were employed to select a sample size of 100 that represents 200 respondents of the total population. Semi structured questionnaires were employed to collect data. Multiple linear regression model was employed to analyze the collected data. The findings revealed that academic qualification with (P < 0.000),) significantly influences performance of public secondary schools in Embu County. The studys conclusion was that the variable influences performance of public secondary schools in Embu County. The study recommends that schools should allow exposure to external inspection from the government and other stakeholders to evaluate strategies, redesign a culture.