FUNCTIONS OF THE FOUNDATION BODIES AND PERFORMANCE OF GOVERNMENT-AIDED SECONDARY SCHOOLS IN TORORO DISTRICT, UGANDA

Abstract

The purpose of this study was to assess how the implementation of foundation body functions contributes to school performance in government-aided secondary schools in Tororo District, Uganda. Particular focus on the roles of culture, knowledge, and supervision. It was guided by three specific objectives: to analyse the effect of board members’ knowledge of their responsibilities, to examine the effect of the foundation body’s supervision practices and to assess the effect of the foundation body’s culture on the performance of Government-aided schools in Tororo District.The study adopted a cross-sectional research design with a mixed-methods approach, combining quantitative surveys and qualitative interviews with school administrators, board members, and foundation body representatives. The results of a multiple regression analysis model explains 57.5% of the variance in school performance, with an R-value of 0.758 and an Adjusted R² of 0.566, indicating that the foundation bodies’ functions significantly impact performance outcomes. The analysis reveals that supervision and culture are the most influential predictors of school performance, while knowledge does not show a statistically significant effect. Furthermore, the multiple regression model (R² = 0.575, F = 69.329, p = 0.000) demonstrates that while knowledge has a positive coefficient of 0.211, the effect is not statistically significant (p = 0.163). In contrast, supervision and culture exhibit strong and statistically significant positive effects on school performance, with coefficients of 0.843 and 0.602, respectively (both p = 0.000). The analysis highlights that effective supervision practices and a robust organizational culture lead to substantial improvements in school performance. Furthermore, supervision and culture show strong positive correlations with school performance (r = 0.726 and r = 0.617, respectively), reinforcing their pivotal roles as predictors. The findings highlight the importance of strengthening supervisory practices and fostering a positive, supportive culture within foundation bodies. While board members' knowledge of their roles contributes to school governance, it is the foundation bodies' supervision and cultural practices that have the most significant impact on school performance. The study concludes that foundation bodies play a critical role in improving the quality of education in Uganda. It recommends that the Ministry of Education and Foundation bodies should collaboratively institute regular, structured training and orientation programs for all board members. Further research could explore the impact of these functions in other districts and regions