Relationship between Support Staff Recognition Efforts and Learners’ Academic Performance in Public Secondary Schools in Kenya

The study examined the relationship between support staff recognition efforts and learners’ academic performance in Public Secondary Schools in Kenya. The Concurrent Triangulation design was used. The study population consisted of 544 participants consisting of 68 principals, a total of 68 head of security officers, 68 laboratory assistants, 68 Board of management chairpersons, 68 Director of Studies, 68 head of sectaries and 68 head of kitchen departments and 68 bursars. The major instruments used for data collection for this study included questionnaires and interviews schedules. Quantitative data from closed ended sections of the questionnaire were analysed by use of descriptive statistics and also inferential statistics such as Pearson Correlation. Qualitative data collected by open ended sections of the questionnaire and interviews was analyzed on content on the on-going process as themes as sub-themes emerged. It is evident that although there was some positive relationship between support staff effort recognition and learners’ academic performance, the relationship was not statistically significant (r=.181, n=88, p=.092). The themes from qualitative results were positive verbal or written expressions of appreciation, use of written appreciation, use of cash awards recognition on support staff, use of group recognition by the school principal’s use of public recognition and use of salutation by school principals. There is need for the Board of Management to employ systems that would identify recognition efforts that elicit high productivity, create good working good relationships and other recognition efforts that would maximize productivity among specific departments support staff cadres.