Impact of Headteachers’ Strategies for Creating a Conducive Learning Environment on Academic Performance in Public Primary Schools in Kilifi South Sub-County

This study investigates the impact of headteachers’ strategies for creating a conducive learning environment on academic performance in public primary schools in Kilifi South Sub-County, Kenya. Despite national efforts to improve education, academic performance in the region has declined, raising concerns about school leadership effectiveness. The study addresses a research gap by examining how headteachers’ practices—especially in managing physical resources and fostering positive learning climates—affect learner outcomes under the Competency-Based Curriculum (CBC).A descriptive survey design using a mixed-method approach was adopted. The study targeted 15,394 participants, with a sample of 390 selected using Yamane’s formula and disproportionate stratified sampling. Data were collected through questionnaires and interviews, with analysis conducted using SPSS and thematic methods. Reliability and validity were ensured through pilot testing and expert review. Findings revealed that headteachers significantly influence academic performance through fair distribution of materials (mean = 4.90), facility maintenance (4.81), and infrastructure management (4.80). However, strategies promoting emotional support received a lower rating (mean = 3.46), indicating a gap in psychosocial leadership. Regression analysis confirmed a significant relationship between headteachers’ strategies and learner performance (B = 0.326, p = 0.000), leading to the rejection of the null hypothesis.The study concludes that while physical and instructional strategies are well-implemented, emotional support systems need strengthening. It recommends that the Teachers Service Commission (TSC) provide professional development on psychosocial leadership, the Ministry of Education increase funding for learning materials and infrastructure, and headteachers adopt child-friendly practices.Future research should explore headteachers’ emotional intelligence, the role of parental involvement, and comparative management strategies in rural and urban schools.