Effectiveness of School Heads’ Financial Management Skills in Provision of Quality  Education in Secondary School

Amos, Onesmo; Ephrahem, Goodluck; Bhoke-Africanus, Agnes

doi:10.9734/jesbs/2021/v34i230302

Cited by 18 publications

(18 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, lack of initial capital has been a hindrance for the HOSs in the implementation of the IGAs. These findings agree to what was proposed by findings from the studies by Amos et al (2021) and Lyanga and Chen (2020) in Tanzania that indicated most of the heads of schools face challenge of shortage of funds for IGAs implementation. This implies that the school-based IGAs demand the HOSs have enough market needs assessment before establishing a certain type of income-generating activities so that they produce what the consumer; so that to have quick flow of the IGAs products.…”

Section: Literature Reviewsupporting

confidence: 91%

“…Based on a mean of 3.13, which is above the neutral, the information from the students implies that there is inadequate knowledge of IGAs implementation among HOSs, teachers and students in public secondary schools. This finding is similar to the study by Amos et al (2021) in Tanzania, who unveiled that HOSs and teachers have little knowledge of effective utilization of school-based finance for quality education provision. This implies that HOSs and teachers in public secondary schools have insufficient knowledge of the implementation and usability of the fund internally generated by IGAs for school financial sustainability.…”

Section: Source: (Field Data 2022) Key: Sd = Strong Disagree D = Disa...supporting

confidence: 88%

See 1 more Smart Citation

Untitled

2022

IJELD

View full text Add to dashboard Cite

This study explored and examined the conceivable challenges heads of schools face in managing School-Based Income-Generating Activities (SB-IGAs) in public secondary schools in Kilimanjaro region, Tanzania. Guided by Resource Dependency Theory, the study adopted the embedded model of convergent design under a mixed research approach for concurrent data collection and analysis. Probability and non-probability sampling techniques were used to obtain 36 Heads of Schools (HOSs), 360 Teachers, 432 Students, and 6 District Education Officers. The quantitative data were descriptively analyzed through frequencies and percentages, and presented in tables, whereas qualitative data were transcribed and analyzed in themes emerging, and explained in words supported by verbatim quotations. The study found that inadequate knowledge and shortage of funds as initial capital were stumbling blocks that prevented the advancement and stability of SB-IGAs. The study also revealed that there was the inadequacy of land set aside and insufficient water supply that was explicitly meant for SB-IGAs in public secondary schools. The study concluded that inadequacy of land, insufficient water supply, lack of transparency, lack of motivation and inadequate funds as initiation capital are the core challenges that prevent the advancement of SB-IGAs and thus hinder financial sustainability in public secondary schools in Kilimanjaro region. Therefore, the study recommends that the Ministry of Education, Science and Technology should develop and adopt clear strategies for resolving challenges that HOSs face in managing SB-IGAs in public secondary schools in Tanzania.

show abstract

Section: Literature Reviewsupporting

confidence: 91%

Section: Source: (Field Data 2022) Key: Sd = Strong Disagree D = Disa...supporting

confidence: 88%

Untitled

2022

IJELD

View full text Add to dashboard Cite

show abstract

“…According to Masoud (2012) the delegation of responsibilities has been affected by centralized education systems. However, the study supported by the study done by Amos et al (2021) which insisted on decentralizing of power and authority to the teachers in order to increase the improvement of quality education provision. The results of the current study from academic masters/mistresses shows contradictions with the findings obtained from teachers in Table 1, probably because the academic masters/mistresses according to their delegated responsibility are given more power and authority in decision making as far as quality education concerns.…”

Section: Research Findings and Discussionmentioning

confidence: 98%

“…This creates contraction in participative leadership style that demands all teachers to be involved in allocation of responsibilities. The studies conducted by Migwi (2018) and Amos et al (2021) in Tanzania pointed out that teachers for instance at the school level are more involved in the management of student affairs such as setting of students' targets and rewards, appointment of student leaders, student discipline, rules and regulations, and admission of continuing students rather than on financial management. This implies that teachers are delegated into lower rank day to day activities that based on supervision of students' discipline and academic performance.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

BJE

View full text Add to dashboard Cite

This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert' participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three ( 03) district education officers, eighteen ( 18) heads of schools, eighteen ( 18) academic masters/mistresses, and one hundred and eighty, and ( 180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and document analysis schedule. Cronbach alpha was used to test reliability, while content validity was used to test validity. Data was analyzed using both descriptive statistics by frequency, mean scores, standard deviation; and inferential statistics by the use of Chi-square tests technique. The study findings revealed that delegation of responsibility fosters shared leadership responsibility between head of schools and experienced teachers, as well as develops accountability and commitment among the teaching staff. The study concluded that the delegated teachers in different responsibilities are not given decision making powers. It was also concluded that head of schools delegates responsibility to some of the teachers especially the experienced ones than the new teachers. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

show abstract

“…Shared strategic vision refers to the ability of the leader to establish the strategic vision statement, developing a macro and micro plan, and communicating the organization goals to the subordinates before making final decisions for improving of services delivery. Heads of schools expects to create a fertile ground for collaborative setting and development of school plans basing on the inputs of their teachers and students for sustainable improvement of quality education (Plasman, 2018, Amos et al, 2021. The process of preparing strategic vision by involving different stakeholders facilitates unity and solidarity, commitment, and motivation traits to the subordinates.…”

Section: Introductionmentioning

confidence: 99%

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Amos¹,

Ogoti²,

Siamoo³

2022

BJE

Self Cite

View full text Add to dashboard Cite

This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students’ academic progress, increases teachers’ commitment and efficiency to the attainment of students’ performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students’ leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

show abstract

Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School

Cited by 18 publications

References 4 publications

Untitled

Untitled

Untitled

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Contact Info

Product

Resources

About