Building capacity among Boards of Management: towards effective governance in Kenyan schools

Abstract

This thesis draws on mixed methods survey research conducted to examine how capacity among school boards of management can be built and maintained for effective governance of schools in Kenya. This approach allows for the explanatory sequential mixed methods design whereby the researcher gathered quantitative data in phase one of the study, analysed the findings, and then applied the findings to enhance the second qualitative phase. The intention of this approach was to bring forth a more detailed explanation of the preliminary quantitative results using the qualitative data. The study relies on related literature review along with primary data collected through questionnaires (quantitative data) and semi-structured interviews and focus groups (qualitative data). Reliability of the instruments was determined through a test-retest method and a Cronbach Alpha coefficient of at least 0.70 was computed which was considered sufficient for use of the questionnaires in the actual study. The findings of the study were presented in tables and figures. While quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 22, qualitative data were analysed using verbatim transcripts. The target population incorporated board members of all 256 public primary schools and 53 public secondary schools in Wajir County, Kenya. Since each school is mandated to have a total of 14 board members, the objective populace for this study was 4326 people. A suitable sample size of 366 respondents was determined through the use of Yamane formula. Thus, the units of analysis were 366 School Boards of Management (SBoM) members for quantitative data as well 16 SBoM chairpersons and 32 headteachers for the qualitative data. These subjects were selected on the basis of inclusion criteria to make them eligible subjects. SBoM members were selected using probability sampling methods for the quantitative data while purposive sampling technique was utilized to select 16 board chairpersons and 32 headteachers as qualitative informants. The researcher undertook to assess whether boards of management in Kenya have the necessary capacity to govern schools and the impact of capacity building initiatives on effective school governance in Kenya. Consequently, the researcher found it necessary to develop a framework and make recommendations regarding the idea of building the capacity of school managers for effective school governance in Kenya. Data collected from respondents provided key insights into the roles, challenges, and capacity-building needs of SBoM in Kenya. The findings indicated that SBoM play a crucial role in school governance, overseeing various aspects such as budget approval, financial management, policy formulation, and community engagement. However, SBoM face numerous challenges, including limited financial resources, inadequate training, political interference, and unequal resource distribution among schools. Both quantitative and qualitative data revealed that capacity building among SBoM is identified as a multifaceted process involving training workshops, mentorship, and networking opportunities. Key areas of capacity building include financial literacy, strategic planning, policy development, and conflict resolution. The study concludes that while several capacity-building initiatives are in place, there is a need for comprehensive orientation programs for new SBoM members and greater utilization of technology for training and communication. The study concludes that enhancing the skills and knowledge of SBoM members is essential for effective school governance. By addressing the challenges and implementing targeted capacity-building strategies, educational institutions can empower SBoM to govern schools effectively, ultimately contributing to improved educational outcomes for students and the broader school community.