Influence of School committee members on resource management in public schools in Gucha South District, Kenya
Ogesaka, Bismarck O
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The study sought to investigate the influence of school committee members on management of resources in public primary schools in Gucha South District. Five research questions were formulated to guide the study. Specifically, the study sought to determine how training of SMC influence management of resources in schools in Gucha South District, the role of policy documents to school managers in resources management the extent of SMC involvement in management of resources and how academic qualification of head teachers enhance management of resources . The study gathered needed data using questionnaires. The research design was survey research design. The instruments were validated using pilot study. The reliability was computed using Pearson product moment correlation coefficient between the scores of the even-odd numbers after which the reliability was determined using spearman's Brown Prophecy formula. The 60 public primary schools made the target population in the District . Simple random sampling procedure were used to select the 30 schools, headteachers 30 chairpersons, 30 signatories. I purposively used 50%to get a good representation. The instruments were administered through personal visits to schools by the researcher. The completed questionnaires were collected after a week, although some did not fill the questionnaires. The questionnaire rate was 83.3% for head teachers and 86.6%for chairpersons and signatories. Data was analyzed using descriptive statistics assisted by the statistical package for social science SPSS.Tables showing frequencies, percentages, and pie charts were used to show the results. Based on the objectives the following were findings of the study: That majority of the head teachers 48% had received training in administration an governance, financial and curriculum implementation in resource management. Those policy guidelines were available in schools and had been read. The common document were education Act, Teachers'servicere commission Act, School management guide and Teachers' code of conduct. SMC were involved in human resource management such as hiring non-teaching staff, discipline and motivation of both teachers and pupils. SMC role with stakeholders were revealed and indicated that the Ministry of Educational official, provincial administration and members of school community were involved in resource management. Findings revealed that majority of the head teachers were qualified as degree holder's 52%, 36%'O'Level and 8% 'A' hence qualified as primary school head teachers. Conclusion of the study: That a significant number of head teachers had received training in governance and administration, financial management curriculum implementation which they deemed as relevant in resource management. There were available policy documents in schools which helped them in management of resources in the schools. That SMC were involved in ensuring that there enough teachers, management of resources with other stakeholders. In view of such findings, it was recommended that the Ministry of Education should provide seminars, workshops, courses to the head teachers and SMC on management and planning of school resources. That head teachers should involve the SMC members in matters of school resource in planning and execution to create transparency and accountability in resource utilization. Training programmes should be conducted at divisional, zonal level and use Kiswahili and local language for facilitation. This concern was raised as 76% of SMC had no training on school resource management. It was also noted that primary level holders participated in management and some were semi illiterate hence need to put a requirement of minimum academic qualification to serve as school management member.