AN EVALUATION OF THE EFFECT OF HEAD TEACHERS’ FUNDS MANAGEMENT PRACTICES ON THE STRATEGIC OUTCOMES OF PUBLIC SECONDARY SCHOOLS IN KILIFI COUNTY, KENYA

Abstract

Secondary school head teachers are exposed to many challenges in funds management, many of which have been reported to influence education sector goals. However, empirical data to substantiate this influence is still scarce and hinders policymakers from taking practical action. This study, therefore, sought to examine the factors affecting adequate funds management of public secondary schools in Kilifi County, the liability of head teachers’ incompetence, and implications on the strategic management outcomes of enhancing transition rates from primary school, retention, and completion. This was achieved by surveying 50 public schools selected using a simple random sampling technique. Head teachers of sampled schools were engaged in a researcher-administered questionnaire that utilized a self-rating tool to report the head teacher’s level of satisfaction with target funds management indicators and strategic management outcomes. Funds management was characterized using the competence of the head teacher and clerical staff to prepare accurate budgets and audits, elementary schools investments. The study looked at the ratio of teachers, furniture and books, and healthy engagements with school governing bodies such as the Parents-Teachers Associations (PTA) and the school’s board of management (BOM). A multi-logistic regression model was run on MiniTab (Ver 12) and indicated that furniture was critical to transition rates (z=2.72, p=0.006). At the same time, a golden student-teacher ratio was critical to desirable completion rates (z=2, p=0.046). None of the factors influenced learners’ retention, and perhaps the notion that mismanagement conflicts are highly misleading and dependent on other unaccounted factors. This study suggests head teacher’s funds management are best invested in creating a better learning environment and contribute substantially to sector goals of realizing education rights for all children in the country. I