| dc.description.abstract | This study sought to establish Board of Governors contribution to academic performance in government aided secondary schools. The focus of the study was on Board of Governors financial control, discipline regulation, curriculum implementation supervision and challenges faced by board of governors in enhancing academic performance. The study carried out across-sectional survey design on a sample of 225 respondents. Data was collected by use of a questionnaire, an interview guide and a focus group discussion guide. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data were analyzed basing on the mean, and frequencies. At bivariate level, the data were analyzed basing on the students't-test, ANOVA and correlation analysis. At multivariate level a regression analysis was carried out.
The study established a significant positive relationship between Board of Governors financial control, discipline regulation and curriculum implementation supervision predicting academic performance, and BOGs faced a number of challenges in enhancing academic performance in the schools. It was thus concluded that there was a significant positive relationship between BOGs financial control, discipline regulation and curriculum implementation supervision; and BOGs faced a number of challenges in enhancing academic performance in schools. Therefore it was recommended that the government and in particular Ministry of Education, Science Technology and Sports should ensure that the Board of Governors' role of financial control is effectively implemented; head teachers should remind BOGs to be involved in discipline regulation; head teachers should effectively utilize BOGs curriculum implementation supervision; and the selection of BOGs should ensure strictly those who are concerned with school matters are appointed. | en_US |
