| dc.description.abstract | Despite significant investments in education by various stakeholders, academic performance in public secondary schools in Masinga Sub-County, Machakos County, Kenya remains persistently below national standards. This study investigated the influence of school culture on academic performance among public secondary school students in Masinga Sub-County. Specifically, the research examined how principals' management practices, school functions, disciplinary climate, and teacher motivation influence academic outcomes measured through KCSE performance indicators including improved discipline, increased quality grades, and improved mean scores. The study employed a descriptive survey design utilizing both qualitative and quantitative approaches. The target population comprised 8,325 participants from 25 public secondary schools, including 25 principals, 300 teachers, and 8,000 students. Using Yamane's formula, a sample of 382 respondents was selected through purposive and stratified random sampling techniques. Data collection instruments included semi-structured interview schedules for principals and structured questionnaires for teachers and students. Instrument validity was ensured through expert review and pilot testing, while reliability was confirmed through Cronbach's Alpha coefficients exceeding 0.7 for all constructs. Quantitative data were analyzed using SPSS version 27.0, employing descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Independent Samples t-tests). Qualitative data underwent thematic analysis to complement quantitative findings. Key findings revealed that: (1) Principals' management practices significantly influenced academic performance (p<0.05), with curriculum management showing the strongest association; (2) School functions, particularly prize-giving ceremonies and academic days, positively impacted student motivation and academic culture; (3) Disciplinary climate played a crucial role in creating conducive learning environments, though enforcement consistency varied; (4) Teacher motivation through professional development, reward systems, and welfare programs significantly affected teaching quality and student outcomes. The study concluded that school culture components collectively create an environment that either facilitates or hinders academic achievement. Based on these findings, the study recommends: enhanced principal training in financial and resource management, standardized recognition programs for teachers, implementation of student feedback mechanisms, development of inclusive school functions, and establishment of consistent disciplinary frameworks. These recommendations aim to optimize school culture for improved academic performance in Masinga Sub-County and similar contexts.
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