Abstract:
This study aimed at investigating the effect of innovation, creativity and technology as functions of entrepreneurship on the socioeconomic performance of high schools in Bungoma East District, Western Kenya. The key role of innovation if embraced in breaking vicious cycle of poverty and the high dropout rates of students and economic dependence on the government
budget have necessitated the need to closely examine the level of in-house investment. The research was guided by Ewing Marion Kauffman's philosophies of associates which postulate rewarding those who produce and allowing decision making throughout the organization are the fundamentals that is now called entrepreneurship in an organization. The study applied simpler and Random sampling to select 31 schools out of a census of forty-four secondary schools in
Bungoma East District. The main instruments of data collection were by both, open-ended and closed-ended structured questionnaires and document analysis. Data was collected from schools,key respondents in the Government (DEO's office) and teachers. The data collected was analyzed by the use of tables, bar graphs and pie charts to measure the strength of the association between the variables. The relevance of the study to the public hinges on generated
tested facts about this phenomenon that forms a basis for curriculum development,management training of school heads and teachers in opportunity identification and analysis,students and teachers entrepreneurial culture building tailored towards attaining economic independence and sustainability. As the institutional home for students, the schools provide a ready source of talented and motivated work force to support work in information technology,
innovation and creativity (ITCP). The findings of the study revealed that schools that have investments enjoy high liquidity and less debt, Agriculture Department contributes most finances and the Science Department is the most funded. The study recommends that innovation and creativity should be encouraged because most departments cannot work without them, there should be provision of curriculum that is skewed towards vocational and entrepreneurship studies as exemplified in Tiger Asian economies and that school managers should be entrepreneurs by training and practice.
