Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

Hellen Kabasinguzi Wataba, Nafiu Lukman Abiodun
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Abstract

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.
乌干达Kyenjojo地区政府资助中学理事会的作用和管理
本研究试图建立理事会的角色和Kyenjojo区政府资助的中学管理之间的关系。研究的目标是:建立委员会的规划角色与政府资助中学管理之间的关系;建立委员会的监督角色与政府资助中学管理之间的关系;建立委员会的控制角色与政府资助中学管理之间的关系;并从三个方面分析了官助中学管理的主要预测因素。采用相关研究设计。采用分层随机抽样和人口普查调查的方法,分别从108个乡镇和9名班主任中抽取90名受访者作为研究样本。使用的工具是问卷调查和访谈指南。定量数据采用Pearson积矩相关和回归分析,定性数据采用专题分析。研究发现,董事会的规划角色与政府资助中学的管理之间存在统计学上适度的正相关关系(r=。626年,p =组织);董事会监督角色与政府资助中学管理之间存在统计学上适度的正相关关系(r=。591年,p =组织);董事会的控制作用与公助中学管理之间存在统计学上微弱的显著正相关(r=。280年,p = .015)。这三个方面的bog角色对Kyenjojo区政府资助中学管理的影响占38.4%(调整后r2=0.384, p= 0.000)。研究人员建议bog应该在学校管理方面得到良好的培训,以便有效地开展工作。校长不应该成为独裁者,而应该为bog的规划、监督和控制创造有利的环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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