Financial Management and Teachers’ Job Performance in Schools Under Universal Secondary Education Program in Uganda Case Study: Mpigi District Mawokota South

Abstract

This study intended to examine the effect of financial management on teachers’ job performance in Universal Secondary Education Program in Mpigi district. The specific objectives was to examine the influence of budgeting, accountability and internal audit system on teachers’ job performance.

The study employed a descriptive survey design and using both qualitative and quantitative approaches. The study used sample size of 75 respondents, both structured questionnaire and interview guide was used to collect data on the study. Stratified random sampling techniques was used to select the sample, data was analyzed using SPSS. Pearson correlation coefficient showed a positive relationship between financial management on teachers’ job performance.

The study findings show that schools do budgeting and participatory process is to a large extent being practiced, accountabilities are made, and auditing is done to a small extent. There is over reliance on government capitation grants whose release is unpredictable, override of power by head teachers, lack of financial management knowledge was evident on the side of head teacher. The result of this lack of financial management skills has the effect that other types of financial problems arise at schools. Parents do not take fully responsible on their children’s education, and none compliance to Financial Management Act 2015.

The study recommends that the school should have participatory budging process, training of head teachers in financial skills, The board of directors and the finance committee should be fully involved on an oversight role of financial management in the school, government should release funds in time and parents should take more core responsibility of their children’s education.

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