Influence of school management committees on implementation of school improvement plans in primary schools in mukono district uganda

Abstract

SMCs are an establishment out of the Education Act, 2008 to have an operational position of parents‟ involvement in the day-to-day running and implementation of the School Improvement activities. Weaknesses in SIPs have been persistent despite the school managers‟ emphasis of involvement of SMCs. The study aims at establishing the influence of School Management Committees on School Improvement Plan in Mukono District, Uganda. The objectives included: to establish the specific roles and contributions of SMCs in the School Improvement Plan process in the primary schools, to identify the challenges faced by SMCs in their roles associated with the development of SIPs in the primary schools, and to assess the extent to which SMCs participation in the development of School Improvement Plans affects school effectiveness in Mukono District. The study employed a cross-sectional survey design. The study population comprised of the District Education Officer, Chairpersons of SMC, Chairpersons of PTA, head teachers, deputy head-teachers, teachers, and pupils, totaling to 263. These participants were purposively and simple randomly selected. Questionnaires and interview guide were used in collection of data, which were analyzed quantitatively and qualitatively. The study revealed that there was a strong positive correlation (r= .640, n=70, p< .01) between roles and contributions of SMCs and the School Improvement Plan process in the primary schools under study. SMCs always practically fundraise for acquiring instructional materials, ensure the presence of conducive accommodation facilities, provides for adequate materials and equipment, monitor the implementation of School day meals, and SMCs ensure the discipline of teachers and pupils. The study revealed that SMCs experience inadequate resources to implement SIPs, and low levels of literacy and lack of training among members of SMCs limit their involvement in implementing SIPs. SMC members are excluded by head teachers from participating in SIPs, and SMCs lack resources and ability to effectively finance the School daily plans. SMC members lack adequate knowledge and information concerning their daily roles and responsibilities towards SIPs. These are the major challenges faced by SMCs in their roles associated with the development of SIPs in the primary schools in Mukono District. The study also revealed that there is a strong positive relationship between SMCs participation in the development of School Improvement Plans and school effectiveness in primary schools in Mukono District (0.816), which is statistically significant at the 0.01 level (2-tailed), as shown by the p-value of 0.000. In practical terms, this means that SMC members always budget for the required instructional materials, encourage participatory academic decision making, attend and participate in school academic meetings, and monitor daily school curriculum activities. The study concluded that School Management Committees has an influence on the School Improvement Plan in Primary Schools in Mukono District, Uganda. The study recommends that timely training and skill programs among members of SMCs should be encouraged by head teachers in primary schools so as to equip them with relevant skills and knowledge on SIPs.