| dc.description.abstract | The purpose of the study was to examine the stakeholders' perception on
effectiveness in BOG management of public secondary schools in Ol-Kalou and
Ol-Joro-orok Divisions of Nyandarua District. This was prompted by previous
studies that showed that board of governors in Kenya were operating below par Six research questions were formulated to guide in the study. The review of the literature focused on functions of BOGs in management of secondary schools. The study employed a descriptive survey. Data was collected through the use of questionnaires. A sample of 15 public schools out of 30 in the district was selected using stratified random sampling. The findings revealed that the BOGs were involved in decision making in matters of discipline, tender awards and formulation of school rules. They attended the BOG meetings regularly, they were however not involved in selection of prefects and promotion of teachers as these were done by the school and the TSC respectively. It was also revealed that the BOGs were involved in resource management of the schools. This included, recruitment of teachers and non-teaching staff, motivating teachers and provision of teaching learning materials. They were however not involved in sending teachers for
refresher courses, did not select students to join form one and did not supervise management of school. Data showed that the BOGs were also involved in financial management of the school in areas of soliciting for government grants, donations and bursaries on the school, prepared and approved school budgets and set financial priorities for the school. However majority of the respondents were the opinion that the RaG were not involved in ensuring there is viable income generating activities in the schools. It was further found out that the BOGs were also involved in provision of physical facilities. This included soliciting for funds for constructing classrooms, availing money for buying school equipment and books and soliciting funds to purchase furniture. It was also revealed that the BOGs were involved in approving school projects by deciding which school projects to be undertaken, evaluating school projects, sitting in building ~~~ee and formulating, evaluating and implementing school development plan. Finally the study found out that in the area of curriculum support and evaluation, the BOGs were involved in rewarding teachers and students for good academic performance. They were not involved in supervision of curriculum, nor did they discuss curriculum matters with teachers.
Based on the findings, it was concluded that the BOGs were involved in various aspects of secondary school management such as decision making, resource and financial management, provision of physical facilities, approval of school projects and curriculum support and evaluation. In the light of the research findings the researcher made the following recommendations: All those charged with responsibility of managing schools should undergo training before they are assigned that duty. It was also recommended that there is need for the BOG to be involved in all areas of school management as stipulated in the Education Act and not only some aspects. There is need for involvement of BOGs in matters of curriculum since this is the core of teaching and learning in the school.
Taking the limitations and delimitations of the study, the researcher suggestions that a research on the role of parents and board of governors in management students discipline in particular should he conducted. Another study on the role of BOG in curriculum issues in the schools should he conducted. | en_US |
