Investigating Administrative Factors Influencing the Provision of Quality Education in Secondary Schools in the East Kenya Union Conference

Abstract

This study investigates administrative factors influencing the provision of quality education in Adventist secondary schools within the East Kenya Union Conference (EKUC), Kenya. A mixed-methods approach was employed, combining quantitative data from 16 teachers with qualitative insights from 8 school principals. Quantitative data were examined using descriptive statistics, whereas qualitative data were analysed thematically to uncover recurring patterns. Key administrative factors identified include financial constraints, leadership effectiveness, policy implementation gaps, teacher–administration collaboration, parental and community engagement, and regulatory compliance. Limited financial resources emerged as the primary obstacle, negatively influencing academic performance and spiritual development. Leadership effectiveness was limited by role strain, as administrators balanced managerial responsibilities with spiritual mentorship. Policy implementation gaps reflected tensions between government educational requirements and Adventist principles, manifesting as structural (misalignment of governance frameworks), operational (challenges in scheduling, curriculum delivery, and resource allocation), and ideological (differences in educational priorities and values) conflicts. Teacher–administration collaboration and parental/community engagement were found to mitigate these challenges by promoting institutional cohesion and improved student outcomes. Regulatory compliance, though less frequently cited, played a moderating role in enhancing accountability and resource utilisation. The study highlights the need for strategic financial planning, leadership development, adaptive policy alignment, and strengthened community partnerships to enhance holistic education in faith-based schools. These findings contribute to scholarship on faith-based educational administration and offer practical recommendations for policymakers, church leaders, and school administrators operating in resource-constrained contexts.