Composition and Practices of Secondary School Boards of Management: Lessons from Kenya
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Date
2020-05
Authors
Mbii, Mary
Magoma, Charles M.
Waweru, Samuel N.
Journal Title
Journal ISSN
Volume Title
Publisher
y Science and Education Publishing
Abstract
Research provides evidence that school management is the second most important factor that influences
students’ achievement after teaching quality. The management sets the conditions under which teachers work. In
Kenya, the composition and the responsibilities of secondary school Boards of Management (BOMs) is enacted in
the Basic Education Act of 2013. This article analyses the composition and practices of the BOMs based on recent
researches. It focuses on the BOM members’ training, skills and competence and performance of their
responsibilities. The paper is a theoretical desk-top review of literature on composition and practice school
management in Kenya. The findings show that, in some of the school boards, there is blatant breach of guidelines.
For instance, some of the BOM members had primary school education as their highest academic qualification
against policy. Further, findings indicate that training of the BOM members is not given a priority as required
by policy. It is recommended that composition of the board must strictly adhere to government policies. It is also
recommended that there is need to train BOM members on policy interpretation, strategy formulation and financial
management for them to ably manage schools. This review is important to education theorists and practitioners, and
other stakeholders in the field of education
Description
A Research Article in American Journal of Educational Research
Keywords
Composition of School boards, School board practices, Secondary school management, Student achievement
Citation
Mbii, M., Magoma, C. M. & Waweru, S. (2020). Composition and Practices of Secondary School Boards of Management: Lessons from Kenya. American Journal of Educational Research, 2020, Vol. 8, No. 5, 299-303 DOI:10.12691/education-8-5-12