This study explored the effect of the implementation of girls’ re-entry policy by the head teachers on students’ retention in Masinga sub county Kenya. The study employed descriptive survey research design. The target population was 50 head teachers, 50 deputy head teachers and 5022 form three and four students. Purposive, stratified proportionate sampling were employed to sample 25 head teachers, 25 deputy head teachers and 370 students. Data collection was done by use of questionnaires, interview guides and document analysis. Data was analyzed using descriptive statistics and thematic approach. Validity of the research instruments was ascertained through expert judgment and piloting. Reliability was achieved through test re-test method where the instruments were piloted in a time interval of two weeks and the two results were correlated using Pearson’s product moment correlation method. The hypothesis was accepted or rejected at 0.01 level of significance. The study found out that headteachers’ implementation of the girls’ re-entry policy has a positive influence on students’ retention (r = 0.76: p = 0.00), hence the hypothesis was rejected and an alternative hypothesis accepted. The study concluded that focusing on the effective implementation of the girls’ re-entry policy by the head teachers can be a key strategy for improving students’ retention. The study recommended that policy makers should prioritize supporting headteachers through training, allocation of resources and guidance to help them fulfil this policy implementation.
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