Management Practices and School Effectiveness in Selected Primary Schools in Nebbi District, Uganda

Abstract

The aim of the study was to establish the extent to which prevalent management practices relate to schools' effectiveness in primary schools within Nebbi district Uganda. Its objectives included; to establish relationship between; (i) planning (,ii) staffing and (iii) budgeting respectively and primary school effectiveness within Nebbi district. This study adopted cross sectional survey design which is both quantitative and qualitative in nature to relate management practices with schools' effectiveness. A sample of 260 teachers and 9 head teachers participated in the study by answering the questionnaire and the interview guide. Data collected by the researcher was entered using the SPSS, analyzed and interpreted using frequency and graphs showing percentages on the relationship of the different management practices on school effectiveness in primary schools in Nebbi district were drawn. This was followed by testing the research questions using Pearson correlation moment and linear regression analysis. The study finding showed that planning, budgeting and staffing are highly correlated with school effectiveness and they are statistically significant influential factors in promoting school effectiveness in Primary schools in Nebbi district. The study thus concluded among others that planning, staffing and budgeting should be accorded due importance in schools as proper planning, effective budgeting and staffing leads to higher levels of school effectiveness and when they are not properly applied, schools become ineffective. Finally it was recommended that the school heads should ensure that planning involves even the junior staff to improve on the standards of teaching and learning. The study also recommended that budget planning should involve the different departmental bodies for better decisions making in relation to· school program and finances as well to reduce inefficient use of funds and that the staff members should have the right mix and at least received pre-service professional training for effective teaching.