A historical analysis of school management practices and pupils' academic performance in Acaba sub-county, Oyam district, northern Uganda between 2008 and 2018

Abstract

The main purpose of the study was to examine the historical analysis of school management practices and pupils’ academic performance in Acaba sub- County. Oyam district primary schools. The study sought to explore the common school management practices and pupils' academic performance in the area of study between 2008 and 2018. Examine the extent to which teachers' commitment affected the academic performance of pupils in Acaba sub- County between 2008 and 2018; and to examine learning environment and pupils' academic performance in primary schools in the study area between 2008 and 2018. To achieve the study objectives, the researcher employed the historical study design using qualitative approach. A sample of 49 respondents comprising of head teachers, teachers, chairpersons of school management committee, and district education officer was drawn using purposive and stratified simple random sampling techniques. To achieve these, the researcher administered interview guide, documentary analysis guide and in addition held focus group discussions with the respondents. The data obtained from interview and focus group discussions was analyzed qualitatively using content analysis. The results indicated that: head teachers" management practices involved supervision of the teachers teaching assignments in the classrooms and the pupils learning three times in a term, regularly and on daily basis. Management practices to a larger extent affected the academic performance of pupils in primary schools. Management practices negatively affected the pupils learning environment. Headteachers’ management styles affected teachers ‘commitment towards their work. The researcher recommends that; School management should provide management practices that enhance pupils" academic performance. They should motivate teachers so that they are committed to their work effectively. School management should also provide conducive learning environment for the learners in the district.