Influence of Support Staff Promotional Opportunities on Learners’ Academic Performance in Public

The study looked at the impact of promotion opportunities for support staff on learners' academic performance in Kenyan public secondary schools. The convergent parallel mixed methods architecture was used in this analysis. There were 68 principals, 68 Board of Management chairpersons, 68 Director of Studies, and 272 support staff who oversaw defence, laboratory, kitchen, and academic/secretariat departments in the study population. Data was collected using questionnaires and interview schedules. Quantitative data from the questionnaire's closed ended sections was analysed using descriptive statistics as well as inferential statistics like Pearson Correlation.The content of the ongoing phase was analysed using qualitative data, and themes and sub-themes emerged. According to the results, there was a statistically significant positive association (r=.280, n=88, p=.008) between support staff promotions and learners' academic success (r=.280, n=88, p=.008). The use of work experience in promotion, the use of qualifications obtained by support workers, the duration of stay in education, and fairness in promotion were the themes that emerged from qualitative results.

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