DOI: 10.36347/sjahss.2023.v11i01.002

Pages: 17-22

The Education Sector in Kenya has faced many challenges particularly school dropouts, which is an indicator of low internal efficiency during the past two decades. The Kenyan government came up with 100% transition rate from primary school to secondary school in 2018 to increase access to secondary school education which will in turn result in increased completion rates. This study sought to investigatee School Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya for the period between the year 2019 and 2022. This study examined why students drop out of school and suggested recommendations on what can be done about it. This study was guided by the objective: to investigate the school-related factors leading to school dropout. The study was based on The Classical Theory of Equal Opportunities and Social Darwinism which assert that each person is born with a given amount of capacity, which, to a large extent, is inherited and cannot be substantially changed. Descriptive Survey Research Design was used to collect data from Principals, teachers and students of the sampled Mixed Day Secondary schools. Piloting was carried out. Questionnaires and interview schedules were used to collect data. Percentages and Frequencies were used to analyze the data. Analysis was done by Statistical Package for Social Sciences (SPSS). It was found out that the following school characteristics lead to students dropout; poor performance, expulsion, school dislike, long distance to school, gender violence, inadequate learning resources, harsh punishment and hatred towards a teacher. The study suggests three recommendations to curb school dropouts. The findings are hoped to benefit the teachers, school principals and other school managers as well as the Ministry of Education to put necessary measures in place to curb the dropout problem. The findings will also add new knowledge to the existing one.