Monitoring practices and performance of selected government aided secondary schools in Mubende district

Abstract

This study looked at the effects of monitoring practices on the academic achievement of a few secondary government-aided schools in the Mubende District. The study's three primary objectives were to: (1) assess the impact of work breakdown plans on school performance; (2) look at the impact of budget tracking on performance; and (3) examine the relationship between progress reports and school achievement. Using a mixed-methods approach, both quantitative and qualitative processes were employed. Data was collected from head teachers, teachers, Board of Governors representatives, and Ministry of Education officials using semi-structured interviews and formal questionnaires. Descriptive statistics were used to summarize the data, and regression analysis was used to find the relationships between academic accomplishment and the monitoring and evaluation processes. The results showed that better school performance was strongly positively correlated with effective monitoring techniques. The overall mean score for work breakdown plans was 3.21, with an ANOVA F-value of 27.038, indicating statistical significance. For budget tracking, the overall mean score was 3.61, with an ANOVA F-value of 27.538, further confirming its positive impact. Progress reports had an overall mean score of 3.37, with an ANOVA F-value of 26.538, highlighting their role in enhancing school performance. The study concludes that in order to improve the performance of government-aided secondary schools in Mubende District, strong monitoring and evaluation systems must be put in place. The creation of organized work breakdown plans, the implementation of efficient budget tracking systems, and the establishment of frequent progress reporting procedures should all be given top priority in schools. In addition to enhancing academic results, these strategies will encourage a continual improvement and accountability culture within the school community.