The Role of School Management Committees and Head teacher's Effectiveness in Government-Aided Primary Schools in Luweero District - Uganda

Abstract

Purpose: The study focused on the role of School Management Committees (SMCs) and headteacher effectiveness in government-aided primary schools in Luweero district, Uganda.  The objectives of the study were (i) To establish whether School Management Committees (SMCs) monitored headteachers' performance in the management of school academic programmes. (ii)To examine whether School Management Committees (SMCs) effectively monitored how headteachers utilized school funds. (iii) To assess whether School Management Committees (SMCs) monitored how headteachers managed discipline in their schools.

Methodology: The study employed a cross-sectional study design using both quantitative and qualitative approaches to data collection and analysis. A sample of 160 respondents comprising of head teachers and School Management Committee (SMC) members was selected using purposive and cluster sampling techniques. Data was collected using structured questionnaires and Focus Group Discussion (FGD) guides.

Findings: The findings under the first objective revealed that SMC members did not effectively monitor head teachers' management of academic programmes as all the responses scored below average(below 50%). As such the head teachers did not commit much of their time in ensuring that school academic programmes were effectively managed. Findings under the second objective revealed that SMCs' performance in monitoring head teacher's utilization of school funds was above average in regard to the preparation of work plans, approval of budgets and cash withdrawals while a dismal performance was reported in the approval of school expenditures and monitoring of accountability of funds. Under the third objective, the findings revealed that the SMCs performed above average in working collaboratively with the head teachers in attending to disciplinary reports, sanctioning errant teachers /pupils and disseminating measures of managing discipline to stakeholders while the performance was below average in the area of formulating school rules and regulations. The dismal performance of SMCs in some areas was attributed to capacity gaps, low motivation and conflicts within the school community.

Recommendations: The study recommended that the district local government needed to organize workshops and seminars to equip SMC members with the requisite skills and knowledge in school monitoring and sensitizing them about their roles and responsibilities. It was also recommended that a minimum level of education and one's integrity and contribution to community welfare be tagged to selection of SMC members.