Risk Management and Academic Performance of Public Secondary Schools in Bungoma County, Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186

Risk Management and Academic Performance of Public Secondary Schools in Bungoma County, Kenya

Jane Barasa, Sarah Likoko, Pamela Khaemba
Department of Educational Planning and Management, Kibabii University, Kenya

Abstract— The purpose of the study was to assess the relationship between risk management and academic performance in schools. The study adopted descriptive survey design. The study was conducted in 360 public secondary schools in Bungoma County. The target population comprised of 360 Principals, 360 Board of management chairpersons and 360 Directors of Studies. The sample size of the study comprised of 72 Principals, 72 Chairpersons of the Boards of Management and 72 Director of studies. Primary data was collected using closed ended questionnaires and checklists. Data was analysed using frequencies, percentages, mean, standard deviation correlation and simple linear regression analysis. The study established that there is a positive and significant relationship between risk management and academic performance of public secondary schools in Bungoma County, Kenya (r= 0.261, p<0.05).

Keywords— Academic Performance, Risk Management, Public, Secondary schools

1. INTRODUCTION

Schools face risks that compromise the effective conveyance of their goals to educate and protect their students. These risks originate from assortment of sources; because of a characteristic calamity or man-made occasion, episode or mishap (Mackatiani et al, 2014; Mackatiani,2017; Mackatiani et al, 2017; Mackatiani et al, 2018; Mackatiani, 2020; Mackatiani et al, 2020; and Morgan, 2014). UNESCO (2010) argues that because of globalization and an increase in competition, risks are expanding, and managing risk is turning into a necessary part of the achievement of any association. Management of risk is an efficient procedure of dealing with an organization’s exposure of risk to accomplish objectives in a way steady with the interest of the public, human wellbeing, natural factors, and the law ISO Guide 73: 2009 (2009).
The International Risk Management: Principles and guidelines on risk management process ISO 31000 (2018) provides guidelines on managing risks faced by organizations, schools are not an exception. The management of risk process comprises a number of steps; identification of risk, analysis of risk, evaluation of risk, risk control measures, monitoring and communicating risks. Identification of risks is considered to be the most important step for risk management (Tchankova, 2002). Analysis of risks is done to determine worth of future evaluation and determine the appropriate risk control measures (Ahamed & Kayis 2007). According to Crockford & Neil (1986) risk control measures involves reducing the likelihood and the impact of risk on an institution by improving management controls and procedures. School safety is an essential part of school risk management. Safety measures are preventive measures to reduce likelihood and impact of risks on students and staff. A safe school environment mitigates threats and risk events that can physically or psychologically harm learners (Kimani, Kara & Njangi 2013).
In Australia for instance, public schools required that all visitors who checked in at the main office must be issued with identifications which must be put on while in school (Begar, 2002). In addition, these schools had specific guards on duty to monitor school boundaries (Triplett, Trulson & Snell, 2001). It was noted that in Australia walk- through

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