THE IMPACT OF BOARD MANAGEMENT SYSTEM ON ADMINISTRATIVE EFFECTIVENESS IN PRIMARY SCHOOLS
THE IMPACT OF BOARD MANAGEMENT SYSTEM ON ADMINISTRATIVE EFFECTIVENESS IN PRIMARY SCHOOLS
TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Appendices
Abstract
CHAPTER ONE:Â Â Â Â INTRODUCTION
1.1Â Â Â Â Â Â Background to the Study
1.2Â Â Â Â Â Â Statement of the Problem
1.3Â Â Â Â Â Â Purpose of the Study
1.4Â Â Â Â Â Â Research Questions
1.5Â Â Â Â Â Â Hypotheses
1.6Â Â Â Â Â Â Significance of the Study
1.7Â Â Â Â Â Â Scope of the Study
1.8Â Â Â Â Â Â Definition of Terms
CHAPTER TWO:Â Â Â REVIEW OF LITERATURE
2.1Â Â Â Â Â Â Theoretical Framework
2.2Â Â Â Â Â Â Conceptual Review
2.3Â Â Â Â Â Â Review of Empirical Studies
2.4Â Â Â Â Â Â Summary of Literature Review
CHAPTER THREE: RESEARCH METHODÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â
3.1Â Â Â Â Â Â Research Design
3.2Â Â Â Â Â Â Area of the Study
3.3Â Â Â Â Â Â Population of the Study
3.4Â Â Â Â Â Â Sample and Sampling Technique
3.5Â Â Â Â Â Â Instrumentation
3.5.1Â Â Â Validation of the Instrument
3.5.2Â Â Â Â Â Â Â Â Â Â Reliability of the Instrument
3.6Â Â Â Â Â Â Procedure for Data Collection
3.7Â Â Â Â Â Â Method of Data Analysis
CHAPTER FOUR:Â RESULTS AND DISCUSSION OF FINDINGS
4.1Â Â Â Â Â Â Answering the Research Questions
4.2Â Â Â Â Â Â Testing the Hypotheses
4.3Â Â Â Â Â Â Summary of Findings
4.4Â Â Â Â Â Â Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1Â Â Â Â Â Â Summary
5.2Â Â Â Â Â Â Educational Implications of the Findings
5.3Â Â Â Â Â Â Conclusion
5.4Â Â Â Â Â Â Recommendations
5.5Â Â Â Â Â Â Limitations of the Study
5.6Â Â Â Â Â Â Suggestions for further Study
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â Â Â Â Â Background to the Study
Primary education is universally acknowledged as the foundational stage in a child’s educational journey, significantly shaping their academic, social, and cognitive development. Moreover, it is within this critical phase that students acquire fundamental skills, attitudes, and values that lay the groundwork for their future learning endeavors.
Consequently, ensuring the effective administration of primary schools is of paramount importance, as it directly impacts the quality of education provided and influences the overall well-being and success of students.
However, at the core of the administrative framework within primary schools lies the governance structure, which encompasses various components including policies, procedures, and decision-making mechanisms. Specifically, one key element of this governance structure is the board management system, which plays a central role in overseeing the strategic direction, operational management, and accountability mechanisms within primary school settings.
THE IMPACT OF BOARD MANAGEMENT SYSTEM ON ADMINISTRATIVE EFFECTIVENESS IN PRIMARY SCHOOLS
Without reservation, the board management system is entrusted with a diverse array of responsibilities, ranging from setting educational goals and policies to overseeing financial management, personnel recruitment, and community engagement initiatives. Moreover, by providing strategic leadership and guidance, the board management system shapes the organizational culture and priorities of the school, ultimately impacting the educational experiences and outcomes of students.
Without a doubt, in today’s dynamic educational landscape, characterized by rapid technological advancements, changing demographics, and evolving pedagogical approaches, the role of board management in primary schools has become increasingly complex and multifaceted.
Indeed, school boards are required to navigate a myriad of challenges, including budget constraints, regulatory compliance, stakeholder expectations, and the ever-changing needs of a diverse student body.
In fact, scholarly research, as conducted by Barnett (2019), Leithwood and Riehl (2005), Bennett et al. (2018), and O’Toole and Monto (2019), has highlighted the critical importance of effective governance in driving organizational performance and student achievement across educational contexts. In addition, studies have underscored the correlation between strong governance structures, such as effective school boards, and positive educational outcomes, including improved student engagement, academic attainment, and overall school success.
Despite the recognized significance of board management in primary education, there remains a notable gap in empirical research specifically examining its impact on administrative effectiveness within primary schools. While existing literature has explored various aspects of governance and leadership in education, there is limited empirical evidence that directly examines the relationship between board management systems and administrative effectiveness in the primary school context.
In any case, understanding this relationship is essential for informing policy development, guiding institutional practices, and fostering continuous improvement in primary education. Concurrently, by investigating the mechanisms through which board management practices influence administrative processes and outcomes, this study seeks to provide valuable insights that can inform decision-making and enhance the effectiveness of governance structures within primary schools. The impact of board management system on administrative effectiveness in primary schools.
Moreover, given the diverse socio-cultural contexts in which primary schools operate, it is imperative to adopt a nuanced approach that acknowledges contextual variations in board management practices and their implications for administrative effectiveness.
Furthermore, by employing a mixed-methods research design that integrates quantitative analysis with qualitative inquiry, this study aims to provide a comprehensive understanding of the complex interplay between board management systems and administrative effectiveness across diverse primary school settings.
However, by advancing our understanding of this relationship, the findings of this study can inform policy interventions, professional development initiatives, and organizational strategies aimed at enhancing governance practices and fostering positive educational outcomes for primary school students. Therefore, based on this background, this study aimed to examine the impact of board management system on administrative effectiveness in primary schools.
1.2Â Â Â Â Â Â Â Â Â Statement of the Problem
Observations in primary schools indicate that while governance is recognized as crucial for effective administration, there’s a lack of empirical research on how the board management system directly impacts administrative effectiveness within these institutions.
Despite extensive literature on governance and leadership in education, there’s a noticeable absence of studies that delve into the specific relationship between board management practices and administrative outcomes in primary schools. Thus, this gap presents a pressing challenge for policymakers and educational leaders striving to optimize governance structures in primary education settings. The impact of board management system on administrative effectiveness in primary schools.
Moreover, the dynamic nature of primary education coupled with diverse student demographics and evolving educational approaches, underscores the urgency of understanding how board management systems interact with administrative effectiveness in real-world scenarios.
Additionally, the varying socio-cultural contexts in which primary schools operate highlight the need to explore how contextual factors influence board management practices and subsequent administrative outcomes. Hence, addressing these gaps in understanding is crucial for informing evidence-based decision-making, shaping organizational strategies, and fostering continuous improvement in primary education. Therefore, this study aimed to examine the impact of board management system on administrative effectiveness in primary schools.
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