A Conceptual Model Explaining How Stakeholders’ Participation in School Management Enhance Learners’ Academic Achievement in Public Secondary Schools in Uganda

Abstract

process. This encompasses the extent of participation in school improvement planning (measured in decision-making processes), the extent of participation in the budgeting process (mobilization and allocation of resources), as well as the degree of participation in coordination of the academic activities (monitoring and evaluation of academic interventions) to achieve Abstract: This paper analyzed the extent of stakeholders’ participation in school management and the enhancement of the learners’ academic achievement in public secondary schools in Uganda. The major challenges facing effective participation were; inadequate policy formulation and institutional framework; lackadaisical attitude towards participation; low awareness about the roles and stakeholders’ participation policy. These resulted in poor school management and low quality of learners’ academic achievement. It was concluded that there was a need to develop a conceptual model explaining how stakeholder participation could be adopted to strengthen the operational capacity of key stakeholders for efficient and effective service delivery. This would impact the quality of learning outcomes in public secondary schools in Uganda. This model has been developed based on findings from a larger study, on stakeholders’ participation in school management to enhance the learner’s academic achievement in selected public secondary schools in Uganda. Based on this model, it is expected that secondary schools in similar contexts could learn a big deal on how they can explore the key drivers of school management for their benefit.