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Headteachers’ involvement of stakeholders is crucial in enabling them to develop and implement infrastructure projects in public primary schools. This formed the basis of the proposed study to assess headteachers’ planning skills and their influence on the implementation of infrastructure projects in public primary schools in Kisii South Sub-county, Kisii County, Kenya. Using the mixed methodology and concurrent triangulation research design, the study target population of 773 consisted of 59 headteachers and 714 teachers in public primary schools in Kisii South Sub-county. Yamane’s Formula was used to determine a sample size of 264 respondents. Through stratified random sampling, the population was categorized into wards with Kisii South Sub-county. The study then used purposive sampling to select two primary headteachers from each ward. 31 teachers were selected from each of the zones using simple random sampling. Qualitative data was collected from headteachers using interviews, while quantitative data was collected from the teachers using questionnaires. Qualitative data was categorized according to various themes, analyzed thematically, and presented using verbatims. On the other hand, the quantitative data was analyzed using descriptive statistics, including frequencies, percentages, and means. This was accompanied by correlation analysis to examine the degree of association between the independent variables and the dependent variablehe study findings are hoped to assist the headteachers in improving their planning skills by bringing forth quality educational concerns and useful recommendations. The Ministry of Education may benefit from this study in evaluating and strengthening the processes of implementation of projects in primary schools.

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