School Management Committees’ Roles and Academic Performance of Pupils in Selected Government-Aided Primary Schools In Bulambuli Town Council, Bulambuli District

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School Management Committees’ Roles and Academic Performance of Pupils in Selected Government-Aided Primary Schools In Bulambuli Town Council, Bulambuli District
Authors:-Nambuya Mary, Dr. Ssendagi Muhamad, Wolukawu Ambrose

Abstract-This study investigated School Management Committee roles and the academic performance of pupils in selected government aided primary schools in Bulambuli Town Council, Bulambuli District. The study sought to; examine the relationship between the supervisory role of School Management Committees (SMCs) and academic Performance of pupils; examine the relationship between the supervisory role of School Management Committees (SMCs) and academic Performance of pupils; and examine the effect of the consultative role of School Management Committees (SMCs) on academic Performance of pupils. The study adopted a cross-sectional research design. Both simple random sampling and purposive sampling techniques were used to select the sample of respondents. The researcher studied a sample of 82 participants who included teachers, SMC members from selected government-aided primary schools, officials from DEO’s office and CCTs of selected schools in Bulambuli TC. Questionnaires and key informant interviews were used for data collection. Quantitative data from questionnaire was analyzed for both descriptive and inferential statistics using SPSS and Excel while qualitative data was analyzed thematically. The findings of this study were that; SMCs have significant influence on academic performance of pupils. The Pearson correlation coefficient shows that there is a significant positive relationship between the administrative role of SMCs and academic performance of pupils, r = 0.729, p = 0.000; supervisory role of SMCs influences the academic performance of pupils, r = 0.689, p = 0.000; and consultative role of SMCs has a significant positive relationship with academic performance of pupils, r = 0.648, p = 0.000. From the findings of this study, the researcher recommended that the SMCs should work with school administration to provide support such as academic intervention programs to struggling pupils so as to improve the academic performance of pupils; tighten regular monitoring and assessment of pupils’ progress to identify areas of improvement; and work closely with parents and other stake holders to support pupils’ learning. By involving the broader school community in academic initiatives, school will create a network of support that might help pupils thrive academically.

DOI: 10.61137/ijsret.vol.11.issue1.143

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