This study sought to examine the adoption of public relations on academic performance. Guided by the Education Production Function Theory and the Path-Goal Theory, the study employed a descriptive research design. The target population comprised 210 participants, including 1 Chief Principal, 2 Deputy Principals, 20 Heads of Departments, 52 trainers, and 135 trainees. Data were collected using structured questionnaires and analyzed using descriptive statistical methods, with results presented in tables, charts, and graphs. The findings revealed that the adoption of public relations strategies, such as institutional branding, community engagement, transparent information sharing, and regular communication with stakeholders, emerged as a crucial dimension of leadership. This strategy enhanced institutional visibility, improved stakeholder trust, and contributed indirectly to student motivation and performance. The study recommends that principals strengthen communication by regularly engaging with students and staff through public relations initiatives that position the institution as a center of excellence. Strengthening administrative structures and adopting a more strategic approach to public image management were also deemed essential. The findings may inform the Kenya Education Management Institute (KEMI) in developing training modules that reflect the current leadership needs in TVET institutions, especially in areas of instructional supervision, strategic planning, and public relations. Furthermore, the results can support education policymakers and stakeholders in designing leadership frameworks that promote sustainable academic achievement and institutional growth.

 

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