SCHOOL MANAGEMENT POLICIES AND ACADEMIC PERFORMANCE OF PUPILS IN SELECTED PRIMARY SCHOOLS IN KAMULI DISTRICT, UGANDA. A CROSS-SECTIONAL STUDY.
DOI:
https://doi.org/10.70572/agp.v2i8.107Keywords:
School Management Policies, Academic Performance, Primary Education, Kamuli DistrictAbstract
Background
Access to adequate resources and facilities helps create a conducive learning environment and enriches the educational experience, ultimately leading to improved academic outcomes. This study examined the relationship between school Management Policies and academic Performance of Pupils in Selected Primary Schools in Kamuli District, Uganda.
Methodology
The study employed a descriptive correlational and cross-sectional survey design. Further, the study adopted a mixed research approach. A target population of 213 participants was used out of which 134 were selected as the sample size using (Krejcie & Morgan, 1970). Primary data was collected using questionnaires and interview guides and secondary data was collected by use of a documentary review list.
Results
71 (59%) of the pupils were aged 5-17 years, 71 (59%) of the respondents were single, there was a strong positive significant correlation (r=0.673, sig=0.000) between disciplinary policies and academic performance of pupils in Kamuli District. There was a weak positive significant correlation (r=0.673, sig=0.000) between school fees policies and the academic performance of pupils in Kamuli District. One Head Teacher said "Our school faces several challenges that affect academic performance, as seen in pupils’ struggles with problem-solving, literacy, and overall subject comprehension. A major issue is the poor attitude towards learning, where pupils show little interest in class activities and rarely complete homework”.
Conclusion
There is a significant relationship between school management policies and academic performance of primary pupils in Kamuli District, with disciplinary policies showing strong positive correlation and fees policies showing weak positive correlation.
Recommendations
Parents should be actively engaged in the discipline process through regular meetings, workshops, and collaborative interventions to reinforce positive behavior at home. Schools should improve transparency and accountability in the use of Universal Primary Education (UPE) funds to enhance the quality of education and minimize the need for additional parental contributions.
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