PRINCIPALS’ FINANCIAL MANAGEMENT STRATEGIES AND STUDENTS’ PARTICIPATION IN CO-CURRICULAR ACTIVITIES IN PUBLIC SECONDARY SCHOOLS IN MAGARINI SUBCOUNTY, KILIFI COUNTY, KENYA

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Published Apr 5, 2026

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ARNOLD MBOGO CHENGO
Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya
PAMELA OCHIENG, PhD
Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya

Abstract

This study examined the influence of principals’ financial management strategies on students’ participation in co-curricular activities in public secondary schools in Magarini Sub-County, Kilifi County, Kenya. Specifically, it focused on principals’ resource mobilization, financial management, record-keeping, and stakeholder engagement strategies, as well as the role of school infrastructure availability. A descriptive survey design with a quantitative approach was employed, targeting principals, teachers, and sub-county education officials. A sample of 144 respondents was selected using stratified random and purposive sampling, and data were collected through structured questionnaires. The study achieved a strong response rate of 76.4%. Instrument validity was confirmed through expert review, the Kaiser-Meyer-Olkin (KMO) test (0.858), and Bartlett’s Test of Sphericity (χ² = 1478.913, p = .000), while reliability was established with Cronbach’s Alpha coefficients above 0.7 for all constructs. The findings indicated that principals’ resource mobilization strategies, including community support and income-generating projects, were highly effective in sustaining co-curricular participation and significantly improved students' involvement (β = 0.177, p = .005). Financial management strategies such as expenditure tracking, audits, and budgetary discipline also played a critical role, with a statistically significant impact on participation (β = 0.185, p = .000). Record-keeping strategies, particularly accurate financial logs and participation records, enhanced accountability and decision-making, showing a significant effect on student involvement (β = 0.235, p = .001). Stakeholder engagement strategies, including parental forums, donor involvement, and community partnerships, emerged as the strongest predictor of participation (β = 0.302, p = .000). Conversely, school infrastructure availability had a limited and statistically insignificant effect, indicating that its influence was more indirect and dependent on leadership practices. The study concluded that principals’ leadership strategies in mobilization, financial management, record-keeping, and stakeholder engagement were essential drivers of both co-curricular participation and student engagement, with stakeholder engagement being the most influential. Recommendations were directed to the Teachers Service Commission to enhance principals’ capacity through professional development, to the Ministry of Education to strengthen policy frameworks, resource allocation, and accountability systems, and to head teachers to adopt proactive, transparent, and inclusive leadership practices. Suggestions for further research included exploring the role of digital technologies in school leadership, conducting comparative studies across regions to identify best practices, and examining the long-term impact of principals’ strategies on holistic student development beyond participation in co-curricular activities.

Article Details

Issue
Vol 7 No 1 (2026)
Section
Articles
Author Biographies

ARNOLD MBOGO CHENGO, Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya

Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya

PAMELA OCHIENG, PhD, Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya

Department of Education Management and Curriculum Studies, Mount Kenya University, Kenya

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