FINANCIAL RESOURCE MOBILIZATION AND SCHOOL PERFORMNCE IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAPAK DISTRICT OF UGANDA

Abstract

The study investigated the influence of financial resource mobilization on the performance of government-aided secondary schools in Napak District. Objectives included examining the effects of fundraising activities, building partnerships, and school fees charges on school performance. A sample of 80 respondents (teachers, education officials, and school leaders) was selected using Krejcie and Morgan’s (1970) sample size determination table and purposive and random sampling techniques. Data collection involved questionnaires and interviews, analyzed through SPSS using descriptive statistics and regression analysis. Findings showed that fundraising activities significantly influenced school performance, with an R² = 0.482 (48.2%) and p < 0.05. Building partnerships also had a significant effect, with R² = 0.407 (40.7%) and p < 0.05, while school fees charges had an R² = 0.378 (37.8%) and p < 0.05. Regression coefficients were positive for all factors. The study adopted Marzano’s (1970) theory of school performance realism, emphasizing the need to address internal and external forces affecting performance. Recommendations included implementing structured, transparent fundraising strategies involving stakeholders and sustainable income-generating projects. Schools were advised to formalize partnerships through MoUs with NGOs and private actors to address resource gaps and improve education quality. Additionally, balancing school fees to sustain operations while ensuring affordability was emphasized, with suggestions for flexible payment plans and subsidies for underprivileged students. These measures aim to enhance performance while maintaining inclusivity and accessibility in education within Napak District. KEY WORDS: Financial Accountability, School Systems, Government grants, Parental Contributions.