School Board of Management’s Financial Resource Practices vis-a-vis Student Performance: A Case of Two Counties in Kenya

dc.contributor.authorMbii, Mary
dc.contributor.author. Waweru, Samuel N
dc.contributor.authorMagoma, Charles M.
dc.date.accessioned2021-11-23T10:47:48Z
dc.date.available2021-11-23T10:47:48Z
dc.date.issued2020-04
dc.descriptionA Research Article in International Journal of Science and Research (IJSR)en_US
dc.description.abstractSchool Board of Management’s (BOM) practices have been found to have a tremendous effect on students’ academic performance. However, BOM’s quality of management has been questioned by many studies in Kenya and other countries. This paper is based on a research carried out to assess the extent to which BOM’s financial resource management practices influence students’ performance at Kenya Certificate of Secondary Education (KCSE) in Kitui and Makueni counties. The study dealt with the following 10 financial practices which have been found to influence performance in secondary schools: aligning the budgets to school vision, approval of the budget, approval of schools expenditure, supervision of books of accounts and trial balances, deliberation of audited reports, monitoring of school expenditure, fundraising activities, soliciting for grants donations and bursaries, accountability in school finances, and ensuring projects are in line with school’s strategic plans and how they related to student’s performance. The study used mixed method approach with both qualitative and quantitative data analysis. Correlational research design was used. The target population was 4,270 BOM members from 305 public secondary schools in Kitui County and 4,536 from 324 in Makueni County. Questionnaires were used to collect data from BOM members whereas an interview schedule got data from the school principals. Overall, and to a great extent, the findings show that BOM’s financial resource practices, in both counties, influenced students’ performance. Since majority of the BOM members indicated that they lacked adequate competencies, the study recommends continuous induction and training on the following areas: initiating and carrying out projects that are in line with the strategic plans of the schools; supervision of books of accounts; soliciting for grants, donations and bursaries; budgeting; organizing for fundraising; and monitoring of school expenditure.en_US
dc.identifier.citationMbii, M., Waweru, S. & Magoma, C. M. (2020). School Board of Management’s Financial Resource Practices vis-a-vis Student Performance: A Case of Two Counties in Kenya. International Journal of Science and Research (IJSR), Volume 9 Issue 4, April 2020: 914-919 ISSN: 2319-7064en_US
dc.identifier.issn2319-7064
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23037
dc.language.isoenen_US
dc.publisherInternational Journal of Science and Research (IJSR)en_US
dc.subjectBoards of Managementen_US
dc.subjectSecondary school managementen_US
dc.subjectFinancial Resource Management practicesen_US
dc.subjectStudent Performanceen_US
dc.titleSchool Board of Management’s Financial Resource Practices vis-a-vis Student Performance: A Case of Two Counties in Kenyaen_US
dc.typeArticleen_US
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