Head teachers’ financial management practices and education service delivery in public secondary schools in Iganga district, Uganda.

Abstract

This study explores the financial management practices of headteachers and their impact on education service delivery in public secondary schools within Iganga District, Uganda. Adopting a mixed-methods research design, the study combines quantitative and qualitative approaches to investigate headteachers' budget implementation, finance mobilization, and monitoring practices. It also examines the challenges they face in financial management. The research involved a diverse sample including headteachers, student leaders, teachers, and district education officials from nine schools. The findings reveal a complex relationship between financial management practices and educational outcomes. Although headteachers are committed to transparent budgeting, issues with the adequacy of resource allocation, especially for extracurricular activities, persist. The effectiveness of finance mobilization efforts is uneven, with parental and community contributions having mixed impacts on educational service delivery. Monitoring practices are crucial yet inconsistently applied, affecting transparency and efficiency in resource use. Headteachers encounter significant challenges including limited resources, bureaucratic obstacles, and insufficient training. The study recommends comprehensive training for headteachers, enhanced financial oversight, and strategic fundraising to improve financial management practices. It also advocates for streamlined bureaucratic processes and equitable resource allocation to bolster educational outcomes. These recommendations aim to strengthen financial management and ultimately enhance the quality of education in Iganga District.