School Management Committee monitoring principles and performance of Government Aided Muslim-founded Primary Schools in Bugisu Muslim District Council, Uganda
Abstract
Globally, monitoring and evaluation have taken centre stage in the development process. This is due to the fact that without measuring progress and performance, organisations may not know whether they are achieving. It has been observed over the years that Muslim-founded educational institutions have suffered performance issues the world over. In Uganda, it has been noted that Muslim-founded primary schools attempt to involve School Management Committees during monitoring activities. However, the report of BMDC (2018) indicates that the performance of Government Aided Muslim-founded Primary Schools was wanting. This study premised on Osborne and Gaebler’s (1992) constructs of monitoring, aimed at investigating the contribution of monitoring principles adhered to by the SMCs on the performance of Government Aided Muslim-founded Primary Schools in Uganda, taking the case of BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while linear regression was used to obtain the magnitude of the contribution of monitoring principles to the performance of primary schools under BMDC. The study found out that the monitoring principles adhered to by the SMC were wanting and, therefore, may have affected the performance of the schools. The study concluded that monitoring principles strongly contributed positively to the performance of the Muslim-founded Primary Schools. It is as such recommended that BMDC needs to establish an M&E framework which would ably inform monitoring principles for the SMCs.
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