The roles of the board of governors on head teachers’ management of government Aided Secondary Schools

Abstract

The study investigated the effects of the role of the Board of Governors on Head teachers’ management of government aided secondary schools in Arua City. The specific objectives of this study were: (i) to find out how head teachers manage government aided secondary schools in Arua City; (ii) to assess the effects of the Board of Governors’ roles of planning, mobilization and supervision of school human resources on head teachers’ management of human resources in government aided secondary schools’ in Arua City; (iii) to determine the effects of the Board of Governors’ roles in planning, mobilization and supervision of school financial resources on Head teachers’ management of government aided secondary school finances in Arua City; and (iv) to examine the effects of the Board of Governors’ roles in the supervision of teaching and learning on head teachers’ management of teaching and learning in government aided secondary schools’ in Arua City. The study used descriptive survey design and mixed (quantitative and qualitative) research approaches, the actual respondents were106 sample size comprising of: 80 teachers, 20 BoG members, 5 head teachers and 1 principal education officer. The instruments for data collection were questionnaire and interview guide. The responses were computed using SPSS version 21.0. The findings of the study indicated that teachers and BoGs agree that Head teachers manage well government aided secondary schools in Arua City; 68.8% of the teachers and 87% of the BoGs agree that BOGs have significant positive effect on head teachers and 59.2% of teachers and 56% of BoGs believe that BoGs’ role of supervision of teaching and learning has a positive effect on Head teachers’ management of teaching and learning in government aided secondary schools in Arua City. The researcher concludes that BoGs’ roles of planning, mobilization and supervision of human and financial resources are very crucial and stronger in prompting Head teachers to effectively manage the human and financial resources of government aided secondary schools in Arua City. However, BoGs’ role of supervising teaching and learning has a moderate-positive effect on Head teachers’ management of teaching and learning in government aided secondary schools in Arua City. The researcher recommends that Head teachers should be more transparent to BoGs and their staff on how money is allocated in order to ensure effective management of school activities. Secondly, BoGs should have good working relationship with Head teachers, teachers and students to promote effective teaching and learning in the government aided secondary schools in Arua City.