School management committees and institutional image in Uganda a case of selected government – aided primary schools in Wakiso district

Abstract

This study investigates the effect of School Management Committees (SMCs) on the institutional image of selected government-aided primary schools in Wakiso District, Uganda. Guided by three specific objectives assessing the influence of SMC resource allocation, evaluating the effect of SMC policy advocacy, and examining the impact of SMC conflict resolution the research employed a case study design with both quantitative and qualitative approaches to enhance the validity and depth of findings. A total sample of 82 participants, drawn from a population of 156, included headteachers, teachers, and parents. Data collection methods involved surveys, interviews, and observation. The findings revealed that while SMCs contribute meaningfully to the management and governance of schools, their influence on institutional image varies significantly across functions. Resource allocation was found to have limited impact on school image due to gaps in transparency, strategic planning, and responsiveness to instructional needs. Policy advocacy had a modest yet positive correlation with institutional image, largely influenced by the degree of stakeholder involvement and communication of policy outcomes. Conversely, conflict resolution emerged as the most significant contributor to a positive institutional image, with strong statistical support indicating that fair, inclusive, and timely resolution processes enhance stakeholder trust and community perception. The study concluded that while SMCs have a critical role in shaping institutional image, their effectiveness is often constrained by capacity limitations, lack of inclusive practices, and insufficient communication mechanisms. Recommendations include capacity-building for SMC members in areas such as strategic financial management, inclusive policy formulation, and conflict mediation. Transparent and participatory governance, better communication strategies, and alignment of SMC activities with school improvement goals are emphasized as essential for enhancing school image. The study also identifies areas for further research, including comparative studies between urban and rural schools, and the long-term impact of leadership training for SMC members, to deepen understanding of how governance practices influence public perception and institutional credibility in the Ugandan education context.