Factors influencing head teachers in the management of constituency development fund supported secondary schools in Mbooni division, Kenya

Abstract

With Universal Primary Education (UPE) in place there has been increased demand of access to education at secondary level. The Constituency Development Fund (CDF) supported secondary schools were set up to promote access to secondary education to all children including the poor in the rural areas. The purpose of the study was to investigate the factors influencing headteachers in the management of CDF supported secondary schools in Mbooni division, Mbooni district. Six research objectives were formulated to guide the study. The study employed a descriptive survey design. The entire population of 20 headteachers, 20 chairpersons of the BOGs and 20 PTA chairpersons of the 20 CDF secondary schools participated in the study. Included in the study was the DEO and the AEO; and 120 teachers who were randomly sampled. The findings revealed that schools did not receive adequate funds and that funds were not released in time to the schools which affected the running of schools. It was also found that the level of community involvement was low since the community members were poor and were not interested in education. In addition, political interference was found to influence distribution of funds to schools and appointment of headteachers. The study results revealed that schools had inadequate teaching-learning resources and materials, majority of teachers in the schools were not trained. Based on the findings, it was concluded that inadequate funding and delayed disbursement of the funds challenged headteachers in the schools. It was also concluded that low level of community involvement in the management of schools, political interference, lack of teaching personnel, and lack of physical facilities. All these were the administrative challenges that faced head teachers in the CDF supported schools. It was recommended that the government should avail adequate CDF funds for the schools and these funds should be disbursed in time. These funds would be important in paying the BOG teachers and in purchasing the required teaching and learning materials and resources. It was also recommended that the community around the schools should be sensitized on the need to be involved in the management of the CDF supported schools. The school CDF committees should not include politicians in the management of schools to avoid political interference. Taking the limitations and delimitations of the study, it was suggested that a study on the effects of CDF funding on school performance should be conducted. It was also suggested that a study on effect of community involvement on performance of students should be conducted. Lastly a study on impact of lack of funds on school management should conducted.