School Managers’ Efficacy as a Determinant of Educational Management Information Systems Utilisation in Public Senior Schools in Nakuru County, Kenya

Abstract

This article examines the influence of school managers’ efficacy on the utilisation of Educational Management Information Systems (EMIS) in public senior schools in Nakuru County, Kenya. Guided by Social Cognitive Theory, the study employed a convergent parallel mixed-methods design. Questionnaires were issued to 62 principals, 191 deputy principals and 191 class teachers, yielding 371 usable responses from 444 questionnaires, representing an 83.56 per cent response rate. Additionally, 19 key informants, comprising the County Director of Education, 11 Sub-County Directors of Education and seven principals, were interviewed. Regression analysis used data from 152 deputy principals. Quantitative data were analysed using descriptive statistics and simple linear regression, while qualitative data were analysed thematically using Braun and Clarke’s six-phase approach. The findings were integrated at the interpretation stage. School managers’ efficacy significantly predicted EMIS utilisation, F(1, 150) = 97.87, p < .001, explaining 39.5 per cent of the variance (β = 0.628). Interview findings revealed that initial training lasted one day, systematic refresher training was lacking, and knowledge of the system was concentrated among a few individuals. The study concludes that efficacy is a significant determinant of EMIS utilisation and recommends continuous, practical, school-based capacity building and reliable technical support to strengthen school managers’ competence and confidence in using EMIS.