INFLUENCE OF GOVERNANCE PRACTICES ON FINANCIAL MANAGEMENT

OF PUBLIC SECONDARY SCHOOLS IN KERICHO COUNTY, KENYA

PRESENTED TO:

KENYA METHODIST UNIVERSITY

BY:

ZACHARY MUTUIRI

REG: EDU-4-0529-1/2019

Research proposal Submitted to the School of Education and Social Sciences in the Partial

Fulfilment of the Degree of Doctor of Philosophy in Education Leadership and

Management.

NOVEMBER 2021
 DECLARATION

This research proposal is my original work and has not been presented for award of a degree

in any other university.

………………………………………………………………………..

ZACHARY MUTUIRI

Reg. No. EDU-4-0529-1/2019

This research proposal has been presented for examination with our approval as University

Supervisors

………………………………………………………………………………………

Dr. Flora Gaceri Ngeera

School of Education and Social Sciences

Kenya Methodist University

……………………………………………………………………

Dr. Rosemary Kirambia

School of Science and Technology

Kenya Methodist University

ii
 ABSTRACT

The study examined the influence of governance practices on the financial management in
Public Secondary Schools in Kericho County. The researcher was convinced that this study
will highlight efficiencies in the Governance of financial management and set up
recommendations to improve effective financial management.
The purpose of this study is to evaluate the influence of governance practices on the
management of public secondary schools in Kericho County, Kenya. The study will be
guided by research objectives to examine the effectiveness of management of financial
resources in management, to assess the effect of participatory decision-making process in
the management and to examine the effects of motivational practices in the management of
public secondary schools in Kericho County. The study will be based on the System Theory
of Management and participatory leadership theory. This study will adopt mixed research
design. The schools in this study will be 239 public secondary schools in Kericho County.
The target population will include all the 239 principals, Bursars/ accounts clerks,
chairpersons of BOM and student president in the public secondary schools and 6 education
auditors in Kericho County. Stratified and purposive sampling will be used in this study to
select the number of bursars, chairpersons of BOM, Principals, student president and
auditors. The study will use a questionnaire, interview guide, observation and
documentation. Validity of the instrument will be established by the researcher through Pilot
testing to establish the reliability of the instruments. Validity will be ensured through
construct of instrument covering all independent variables as pertains the topic of study. The
researcher will seek Permission and authority to conduct the study from the National
Council for Science Technology and Innovation, County Director of Education Kericho
County, County Commissioner Kericho County and all the principals included in the study.
Findings of quantitative data analysis will be discussed and presented in statistical diagrams,
tables, graphs, Linear and multiple regression in relation to show the relationship between
the dependent and independent variable on governance and financial management

iii
 TABLE OF CONTENTS

DECLARATION..................................................................................................................ii

ABSTRACT............................................................................................................................iii

DEDICATION........................................................................................................................vi

ACKNOWLEDGEMENT....................................................................................................viii

CHAPTER ONE.......................................................................................................................1

INTRODUCTION....................................................................................................................1

1.1 Background of the Study...........................................................................................1

1.2 Statement of the Problem...........................................................................................8

1.3 Purpose of the Study..................................................................................................8

1.4 Objectives of the Study..............................................................................................9

1.5 Research Questions....................................................................................................9

1.6 Justification of the Study.........................................................................................10

1.7 Limitation of the study.............................................................................................11

1.8 Delimitations of the Study.......................................................................................11

1.9 Assumptions of the Study........................................................................................12

1.10 Significance of the Study.........................................................................................13

1.11 Definition of Operational Terms..............................................................................14

CHAPTER TWO....................................................................................................................15

LITERATURE REVIEW.......................................................................................................15

2.0 Introduction..............................................................................................................15

2.1 Concept of School Governance...............................................................................15

2.2 Governance in Secondary Schools...........................................................................16

2.3 Management of Financial Resources of Public Secondary Schools........................17

2.4 Accountability of Financial Resources of Public Secondary Schools.....................19

iv
 2.5 Participatory Decision-Making Process in Financial Management of Public
Secondary Schools..............................................................................................................22

2.6 Motivational Practices in Management of Public Secondary Schools....................23

2.7 Theoretical Framework............................................................................................24

Figure 2.1 : Theoretical Framework of General System Model........................................25

2.7.2 Participative leadership theory.............................................................................27

2.7.3 Financial Planning................................................................................................27

2.7.4 Financial controlling / internal control.................................................................28

2.7.5 Financial decision making....................................................................................28

2.7.6 Financial organizing and directing.......................................................................28

2.7.7 Financial reporting...............................................................................................29

2.7.8 Accounting Records and Source Documents.......................................................30

2.8 Conceptual Framework............................................................................................30

CHAPTER THREE................................................................................................................32

RESEARCH METHODOLOGY...........................................................................................32

3.0 Introduction..............................................................................................................32

3.1 Location of the Study...............................................................................................32

3.2 Research Design.......................................................................................................32

3.3 Target Population.....................................................................................................33

3.4 Sampling Procedure.................................................................................................34

3.4.1 Sample size...........................................................................................................35

3.4.2 Sample Size..........................................................................................................36

3.5 Research Instruments...............................................................................................37

3.5.1 Reliability.............................................................................................................38

3.5.2 Piloting of Research Instruments.........................................................................38

3.5.3 Reliability of Instruments.....................................................................................39

3.5.4 Validity of instruments.........................................................................................40

v
 3.6 Data Collection Procedures......................................................................................41

3.8 Ethical Considerations.............................................................................................42

BIBLIOGRAPHY..................................................................................................................43

APPENDIX 1 INTRODUCTION LETTER.......................................................................47

APPENDIX 2: QUESTIONNAIRE FOR THE PRINCIPALS..........................................48

SECTION A. DEMOGRAPHIC DATA.................................................................................48

SECTION B: FINANCIAL CONTROL IN MANAGEMENT IN SCHOOLS.....................49

SECTION C: PARTICIPATORY DECISION MAKING IN FINANCIAL

MANAGEMENT IN SCHOOLS.......................................................................................51

SECTION D: PARTICIPATORY DECISION MAKING IN SCHOOL FINANCIAL

MANAGEMENT................................................................................................................52

SECTION E: EFFECT OF MOTIVATIONAL PRACTICES IN THE FINANCIAL

MANAGEMENT OF PUBLIC SECONDARY SCHOOLS..............................................53

F. FINANCIAL REPORTING IN MANAGEMENT OF PUBLIC SECONDARY

SCHOOLS..............................................................................................................................54

APPENDIX 3. Budget for Research Study Proposal..........................................................55

APPENDIX 4 : TIME FRAME OF RESEARCH PROPOSAL.........................................57

APPENDIX 5. INTERVIEW SCHEDULE BOM CHAIRS..............................................58

APPENDIX 6. Observation Schedule.................................................................................60

LIST OF TABLES..............................................................................................................61

LIST OF FIGURES............................................................................................................62

ABBREVIATIONS AND ACRONYMS...........................................................................63

vi
 DEDICATION

This work is sincerely dedicated to loving wife Nancy who accorded me full support and

relentless encouragement throughout my studies from master’s degree to this level, to my

dear children Walkins (30), Dr. Caroline (25), Lucy (18) and Owen (14). Who always

encouraged me to pursue the highest peak of education. Special dedication to my late mum,

Agnes who encouraged me to study very hard and to my dad Jackson who continuously urge

me to pursue highest academic attainment.

vii
 ACKNOWLEDGEMENT

I thank the Almighty God for giving me good health and strength to undertake and

accomplish this study. To my supervisors Dr. Flora Ngeera and Dr. Rosemary Kiriambi for

their inspiration and critical guidance in this thesis was very crucial to me.

To my dear wife and my loving children, for their understanding, support and patience with

me as I undertook my study. Special gratitude’s goes to the post graduate coordinator Dr.

Kaanyi of Kenya Methodist University and my staff at County Director of Education Nandi

County. I also recognize my colleagues in postgraduate studies for encouragement and

Pscho-social support.

Thank you and God bless you all.

viii
 CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Governance is one of the key factors in the education sector internationally. This is because

governance promotes effective delivery of education services. It is also is the process of

decision making and implementation of decisions (UNESCO, 2016). This means that the

informal and formal structures are set and put in place for easy implementation. Abdullahi &

Jibola (2019) defines governance as the process by which government makes and

implements policy decisions that influence the finance and delivery of education to its

citizens. Good governance shows full respect of human right, participation of people in

decision making, transparency and accountability, resources management, equity, access to

knowledge. Abdullabi & Jibola (2019) noted that good governance is the set responsibility

and procedures by institutions or government to provide direction to ensure educational

objectives are achieved.

School governance is important since it would help the school management to become

responsible. Cassano (2017) noted that a school governance system can be based on

responsible management with full knowledge of principles and values shared by the

management with the rest of the school. This can also be termed as rules of conduct intended

to ensure that the quality of decision taken by the top management increases skills among

the human resources.

Education management is a process where utilizing the available resources is a way to

promote efficiency and effectiveness in the development of human qualities. Abdullahi &

Jibola (2019) observed that education management is the process in which people in the

1
education system are coordinated, organized, controlled, directed and supervised towards the

accomplishment and realization of education goals and objectives.

Parents are supposed to be involved in learning and governance activities in a school for

better position on growth and development. This is done through the Board of Management

(BOM) and Parent Teacher Association (PTA). This means parents should be involved in

the school activities. Sithembele (2016) observed that parents’ involvement is the process of

parents partnering with school for their children education.

Guarini (2017) noted that financial management is at the core of public sector reforms in

most nations around the world. Hence, financial management entails the development of

laws, organizations and systems to enable sustainable, efficient, effective and transparent

management of public resources. Sukmadilaga, Pratama & Mulyani (2015) notes that good

governance has trust on good business and corporate culture. They also note that governance

is vital especially on how the government manages their financial resources. Cassano

(2017) noted that school governance should also be accountable and transparent.

It is worth noting that financial management is a process of governance ranging from

financial control to activities that include planning, budgeting, treasury; and accounting,

reporting and auditing (Sukmadilaga, Pratama & Mulyani, 2015). The issue of concern in

government financial management include public accountability, value for money and its

system of accounting and auditing. This is also supported by financial reforms which have

resulted in establishing welfare state and society, creation of good governance and establish

equitable development, Cassano (2017).

UNESCO (2017c) noted that accountability as a process aims at helping actors to meet

responsibilities and attain their educational objectives. Ahmed and Omar (2019) noted

three types of accountability; upward accountability, downward accountability and outward

2
accountability. This means accountability starts in the Ministry of Education, school

leaders, teachers and the school community and parents are also involvement in

accountability.

The school responsibility area makes the need for accountability important (Salvioni &

Cassano, 2015). Social accountability becomes the best model to determine the connection

between school responsibilities. Accountability can be as a result of interaction between the

process and reporting tool aiming at informing the stakeholders and managing the relations

with the latter underlining with transparency their responsibilities. Cassano (2017) also

noted that the school ability to manage their responsibilities is an integrated manner and

activate motivating engagement processes.

A study carried out by Girl Education Challenge Thematic Review (2018) on school

governance in Kenya, Indonesia and Philippines found out that there was enhanced

responsiveness by making schools girl friendly and targeting the marginalised.

Accountability was found in the monitoring of absenteeism and fund usage and people were

empowered that is the community run the school through empowering women and girls to

make informed decisions. This was possible because there was facilitation of structure

forums between the different stakeholders, training was also held in schools, recognising

and understanding local power dynamic allowed effective implementation. There was

integration into broader education system that enhanced sustainability.

In Sub-Saharan Africa educational governance has been looked at as the education

management. Ahmed and Omar (2019) noted that education governance refers to authority

and decision making in the education system. This is concerned with how the funding,

provision, ownership and regulation of education and training systems are coordinated at all

levels. UNESCO (2017c) describe governance as the processes, structures and arrangement

3
designed to mobilize and transform available resources to achieve concrete outcomes.

These parameters are set by the governance systems.

Ahmed and Omar (2019) also notesd that education governance is largely dependent on

strong institutional capacity that include development and implementation of evidence-based

education policies and programs that are well integrated in wider national development

strategies, accountability, accurate and timely data for policy makers. Konte (2017) in his

study on education resources and the quality of local governance in Africa found that local

governance had lacked accountability hence poor quality or lack of resources in schools in

Africa. Other gaps found in their study included lack of transparency among the school

managers, absenteeism of teachers and lack of accountability and transparency.

Noonan etal (2018) noted that both public and private schools are governed by the BOM and

they share common responsibility. The responsibilities include setting education policies,

maintaining accountability for student achievement, evaluation of the effectiveness of

board’s policy decision and recruitment of BOM teachers. Private school’s boards are

commonly used among non-profit boards, where board members serve multi-purpose as

they govern the organization while serving as volunteers to assist in the management

responsibility of the organization. Marx & Davis, 2012) notes there are several challenges

for effectiveness of the organization that is the responsibility and role configuration as the

organization grows and matures. Charter Board Partners (2012) notes that these are the

common problem identified by both public, charter and private schools, expenditure

governance assessment framework. The study found that the Uganda Budgeted for

education sector although the government reduced finances by 2.2 percent between the year

2010 and 2014. This was because of accountability process that had a number of officers

involved from the Ministry of Education and Science (Bogere & Makaaru, 2014). Crawfurd

4
(2017) in a study on school management and public-private partnership in Uganda found

that there was no difference in public and private school management except the autonomy

available for the private schools.

Kavuma, Cunningham, Bogere and Sebagyala (2017) in a study in Uganda, noted that

participation of the School Management Committee showed there was accountability. This

was because parents were engaged and could demand for accountability. The process was

also transparent which showed positive results. They also found that when government

officials do not maintain open channel with the parents then, there was a negative impact on

the education results. The study also showed that parents felt that attending meeting was not

important since their inputs were not considered during decision making process.

A study by Komba, (2017) on educational accountability relationship and students learning

outcomes in Tanzania’s public schools found out that there lacked clear accountability

relationship, arrangement and structures to support accountability at different levels. This

contributed to poor learner outcome. The study also found that lack of enhancing financial

regulatory, professional and participatory accountability would also result in negative

learning outcomes among students. The finding shows that the headteachers lacked financial

management skills and rampant bribery in schools.

In Kenya the governance body in public secondary school is Board of Management (BoM).

The Basic Education Act 2013 notes that the Board of Management is responsible for

effectively balancing all areas in human and other material resources within a school

(Ministry of Education, [MOE] 2015). This means that the BoM is mandated by the

government to take care of the school management issues. This would ensure good

governance and quality education for the pupils.

5
Gichohi (2015) carried out a study on stakeholder’s involvement in school in Nakuru

County; the results showed that the Board of Management participation in decision making

process had a positive academic achievement. King’oina, Ngaruiya & Mobegi, (2017) in a

study on the role of BOM as a determinant of Students Academic Performance in Public

Secondary Schools in Marani Sub-County. The study found that BOM did not participate in

matters of discipline, promotion of a culture of dialogue and democratic governance

undertake guidance and counselling. This results in negative impact among students in the

schools especially on discipline issues. The study recommended the involvement of BOM

on governance issues in all areas within the school. This means the BOM would participate

in decision making within the school on financial management issues.

Baaru, Gachahi & Mbugua (2019) carried out a study on the effectiveness of school board of

management in managing financial and human resources in secondary schools in Nyeri

County. The study established that BOM were not effective in overseeing financial

management but were effect in human resource management. The reason for ineffectiveness

of BOM was because of political interference and in some cases the BOM members lacked

knowledge in school governance. World Bank (2015) recommended the need for the BoM

to be upgraded through training to enable them make meaningful contributions to the quality

of education in school for effective governance.

According to Baaru, Gachahi and Mbugua (2019) the Basic Education Act gives the BoM

power to recruit, employ, and remunerate non-teaching staff in the institution. They are also

supposed to support in the financial management, being able to help parents understand the

importance of parental involvement in student’s education as well as recommending for

training needs of the staff as well as motivation of teachers for effective governance

practices. Studies have shown that there are dilapidated facilities, low morale among

6
teaching and non-teaching staff that affect student’s achievement in secondary school in

Kenya (Langat, 2015, Morara & Chemwei, 2013). This means the governance practices are

supposed to help in the development of the school with the students’ performance becoming

better because of improved infrastructure. The study will seek to fill the gap on the limited

information on secondary school governance practices that help in their development.

7
1.2 Statement of the Problem

The Basic Education Act 2013, outlines the boards of management as the body tasked to

administer and ensure good governance in school. Despite the many reforms in education

through working parties and education commissions, enacting of basic education Act 2013,

policy guidelines and regulations to operationalize the Education Act, governance in schools

specifically in public Secondary schools remains a challenge. An ideal good governance is

highlighted and evidenced with prudent management of financial resources which is central

in achievement of other parameters such as education growth and development.

The government of Kenya through the ministry of education disburses funds to all public

Secondary schools in Kenya. Kericho county being one of the 47 counties receives a

sizeable share of capitation based on student enrolment. Though this is a noble government

initiative to improve access, retention and transition the funds received in schools and

dispensed through vote heads, you realise some institutions have stagnated in development,

expensive debt burdens, indiscipline school and poor academic performance. It is this

challenge that the researcher intends to establish the influence of how financial utilization in

the secondary institutions and it impact the differential growth and development of the

secondary school in Kericho County.

1.3 Purpose of the Study

The purpose of this study will be to evaluate the influence of governance practices such as

financial control, participatory decision making, motivational practices and financial

reporting on the financial management of public secondary schools in Kericho County;

Kenya.

8
1.4 Objectives of the Study

To achieve the general purpose of evaluating the influence of governance practices on

financial management in public secondary schools in Kericho county. The study will be

guided by the following objectives.

i) To evaluate the influence of financial control on management of public

secondary schools in Kericho county.

ii) To establish the influence of participatory decision making on the financial

management of public secondary schools in Kericho County.

iii) To examine the influence of motivation on the financial management of public

secondary schools in Kericho County.

iv) To assess the influence of financial reporting on financial management of public

secondary schools in Kericho County.

1.5 Research Questions

To achieve the objective of the study, this research study will be guided by the following

research questions.

i) How does financial control measures influence management of finances in public

secondary schools in Kericho County?

ii) To what extent does participatory decision-making influence financial

management of public secondary schools in Kericho County?

iii) To evaluate how motivational practices influence financial management of public

secondary school in Kericho County?

9
 iv) To establish the influence of financial reporting on management of public

secondary schools in Kericho County?

1.6 Justification of the Study

Management of secondary schools through application of principles of management has led

great strides in institutional development while some institutions have stagnated in quest to

achieve development targets. This study will clarify factors in a school that lead to great

differential development thereby enabling struggling institutions to benchmark and improve

their development strategies.

This study will add value and knowledge to education stakeholders and incorporate best

practices in school development. The study will guide new and old fashioned administrators

and managers in detecting early when their institutions are falling behind. The study will

play a critical role to educational policy makers, developers and implementers in that

through stakeholders and public participation will be able to own up its developmental

deficiencies and implement policies as directed by the Ministry of Education.

Gomes C etal (2014) states that financial resources in a school are paramount in producing

performance to the extent that resource availability increases educational effectiveness.

Finance and its management is a vital part of business personal life. It is hard to ignore this

aspect because as much as you are concerned about vision product or career, your finances

drive you. Ample knowledge about finances is needed to start any successful business.

The objectives of financial management in education is good utilization of monetary funds;

ensure supply of funds in and organization and providing good investment.

Education institutions are special havens for learning and development. Education system is

a foundation of inculcating essential values and leadership traits among learners.

10
Financial management in schools is governed by statutory acts and directives namely the

Basic Education Act 2013the PPFM Act (2015) and operating regulations and directives

issued by MOE from time to time. The Basic Education Act stipulates that the key roles of

stakeholders in schools such as BOM’s education sub-committee on finance and PTA.

Public schools are non-profit organizations and must manage finances judiciously. Schools

rely on capitation from MOE, parents’ fees, donations from well-wishers and income

generating projects. The management of school finances is a key duty of school principals in

consultation with BOM. The annual MOE audit report from school indicate challenges in

embezzlement, poor budgetary control, lack of budget reviews and accountability,

mismanagement of school projects and use of cash before banking.

1.7 Limitation of the study

The following are the limitations of the study:

In this study, the researcher will face the following limitations beyond his capacity to

address.

The respondents may have limited technical know how to respond effectively to

questionnaires due to lack of exposure and experience in handling their dockets arising as a

result of being newly appointed as principals, bursars, chairpersons of BOM and students

president. The secrecy and confidentiality of diverging financial information in a school may

arise during the study.

1.8 Delimitations of the Study

The study will not include private secondary schools Kericho County because the principals

in private schools might have had been given skills on how to govern the school and also the

school may be run by other people who are not principals like directors. The study will

11
focus on the principals, BOM chairpersons, bursars of accounts clerk and student presidents

in public secondary schools and auditors in the county since they play an important role in

the financial management in the school. The stakeholders in education will not be included

in the school governance though they are important. These include parents and the non-

teaching staff.

The study is involved in establishing the influence of governance practices on financial

management of public secondary schools; The researcher will delimit the study to Kericho

County, public secondary schools. These schools receive capitation from GOK through the

MOE.

The school principals being the CEO of the institution and appointed by TSC are mandated

by the Education Act 2013 to dispense the school finances will be studied. Since utmost

management of finances is his/her role. The study will also involve the chairperson of BOM,

the bursar or accounts clerk. Since they interact with finances and work closely with the

CEO of the school.

The study will target the school president to represent the students who are basically the

service users of financial management.

1.9 Assumptions of the Study

In this study, the following are the researcher’s assumptions that, the respondents

(principals, bursars, chairperson s of BOM’s and student president and auditor) will all

respond to the questionnaires and interviews willingly and appropriately.

The researcher assumes that principals and bursars had undergone fiduciary training which

would enable them dispense school funds prudently.

12
This study will vindicate that prudent use of school finances will leading to better managed

school institution with remarkable achievement evidenced by education goals such as high

academic performance, disciplined institution with tangible well maintained school

infrastructural projects.

1.10 Significance of the Study

The findings of this study will help policy makers in the government and educational sector

to ensure adherence of governance practices in the management of public secondary schools.

The findings will enable schools to seek and solve problems on misuse of finances within

the institution level to enable development of the institution. The findings will also be

important by enlightening parents on the need of parental involvement in schools’

development and the findings will help to establish ways of motivating school community to

attain good results and improved developments. The findings may be of important to other

researchers in the area of education administration and good governance in school

development.

The study will be useful to education stakeholders in the MOE, its agencies and independent

commission such as TSC.

The MOE will be assisted in the formulation of circulars, directives and regulations

governing the financial management in schools.

The study will also add knowledge and assist other researchers intending to establish other

aspects of school management which assist in overall school development.

13
1.11 Definition of Operational Terms

Accountability refers to taking responsibility and is answerable

Governance practices refers to putting in place structures and processes that are designed

to ensure accountability, transparency, responsiveness, rule or law, stability, equity and

inclusiveness, empowerment based on public participation

Management refers to being able to deal with or control of materials and human resources.

Motivational practices refer to the manager’s ability to provide effective rewarding system

to who? Be specific.

Participatory Decision Making process refers to a creative process that gives ownership of

decision to the whole group through consensus.

Transparency refers to having a character that can easily be seen through

Growth- Terms used interchangeably

Development- overall achievement of school goals.

14
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter contains the literature review of related literature on human resource

management, concept of school governance, governance in secondary schools, management

of financial resources of public secondary schools, accountability of financial resources of

public secondary schools, participatory decision making process in financial management

of public secondary schools, motivational practices in management of public secondary

schools, theoretical framework, participative leadership theory, motivational practices in

management of public secondary schools, financial planning, financial controlling / internal

control, financial decision making, financial organizing and directing, financial reporting,

accounting records and source documents and conceptual framework

2.1 Concept of School Governance

School governance is the act of steering an institution through management of the resources

and influences the enactment of policies and decisions concern in public life and social

enlistments. Meek and Davies (2016) corporate governance is seen as the conceptual model

of governance which include collegial, bureaucratic, political, professional and

organizational anarchy. Governance in institutions should be able to retain core authority

structure for effective management. This means the governance should be based on

efficiency, accountability and public management.

Ahmed and Mohamed (2018) stated that effective corporate governance calls for disclosure

and transparency in the structure which will reduce conflict between the stakeholders and

15
outsiders who want a voluntary disclosure. This implies voluntary disclosure and

transparency in a school matter in reducing conflict between the school administrator,

students and parents.

Corporate governance should protect ethical conduct among the institution. Corporate

governance is seen as provision of the direction through direction, supervision and control of

the management actions through satisfaction of the legitimate expectations as a result of

responsibilities and regulations beyond the institutional boarder (Ionel-Alin, 2012). The

school ethical behaviour is assimilated to transparency of information. The ethical aspects

are the ones determining companies to respond to the users’ request for information with

regard with school performance. The school code of ethics is also important to be adhered

to by all the stakeholders.

You will have to review the literature based on the global, regional and local perspective.

This should be the empirical and theoretical review.

2.2 Governance in Secondary Schools

Governing body provide Principals with the necessary support that they need to fulfil their

responsibilities. The governing body may be effective and efficient, good and focused

leadership from a principal paramount as he gives guidance for effective implementation

Dadd 2006.

In Kenya BOM are mandated to manage public Secondary schools Basic Education Act

(2013) In school governance practise some institutions adopt participatory management

styles while others are authoritarian in nature. The financial management in public

secondary is expected to adhere to various government controls through vote heads and

expenditure must be approved by BOM.

16
In Kenya there is growing interest in democratic school government and its implementation.

Tikoko etal 2011. The management of public secondary schools is vested in the BOM and

PTA. This is a form of school based management (SBM) initiative in Kenya secondary

schools. This concept of decentralization of school BOM is adopted by MOE to infuse

community participation in the administration of schools. Education Act 2013 BOM

members are appointed to run individual schools in accordance to Basic Education Act

(2013). Members of PTA are elected at the school level during AGM. School governance

system at the school level is based on collaboration between the community, principal and

teachers. Education stakeholders have very high expectation of public secondary school

because they believe that the success of a school is measured in terms of good performance

in national examinations. The role of a school Principal is to propel the learning institution

to successfully perform academically. Wango (2009), Principals are CEO’s incharge of

various operations within the school and are expected to promote the welfare of all staff and

students within the institution (Republic of Kenya, 2002) Principals play a critical role in

creating democratic schools. Trafford (2007) state that without the active support of the

principal, democracy is unlikely to take root and grow. A study conducted by Kiprop 2012

on student discipline in Kenya, opines that schools underscores the central role played by the

head teacher in management of the school. The study recommended that head teachers must

uphold ministry’s policies and interpret the same to the members of BOM, PTA, sponsors

and other stakeholders.

2.3 Management of Financial Resources of Public Secondary Schools

For success school management the principals should possess financial managements skills

as a prerequisite for success in delivering quality education. This is as a results of increased

principal responsibilities, demand for high improved education system for resolving global

17
demand of human capital to manage development programs (Shrukina, 2018). It also

important to note that educational institutions like other institutions require proper

management of financial resources for survival (Okeze & Ngwakwe (2018). It is important

to note that the success and failure of educational institutions in-terms of quality education

provision is highly dependent on effective financial management as this would lead to

sustainable developments (OECD, 2017).

The school principals should therefore utilise available financial resources to foster

education delivery. This means that they should maintain, financial management

effectiveness, efficiency, equity, responsiveness, relevance, reflexivity focusing on

sustainability and ensuring that quality teaching and learning process takes place (Laurie,

Nonoyama-Tarumi, Mckeown & Hopkins, 2016). Financial management remains a very

significant factor in promoting quality education.

Good governance therefore, means that there is quality education as a result of effective

financial management. Good governance is therefore where the principal is able to make a

budget and sticking to it. This is where financial management challenges arises since many

principals are not competent in financial statement preparation, they are also not able to

determine variability and relevant costs. Radzi, Ghani, Siraj and Afshari (2018) stipulates

that the school principals require continued effort to learn ways of overcoming such

challenges though the in service management courses offered to them. This would help

them gain skills of school financial management on how to acquire, allocate and utilize the

funds allocate with the help of the staff.

School principals are expected to possess financial skills by identifying the various sources

of funds for daily academic and extra-curricular activities (Onesmo, Goodluck& Bhoke-

Africanus, 2021). The study found that the school principals could allocate scarce financial

18
resource due to growing demand of quality education. The financial decision made

demands effective personnel management with proper remunerations, established incentives

for teaching staff, hiring teaching and administrative staff, supervising and evaluating

teachers. When these responsibilities are met and accomplished, this may indicate that the

financial management is well taken care off and the school financial costs are met (Edmund

& Lyamtane, 2018).

The principal may also engage in school income-generating projects, such as animal

husbandry, canteen services, school shops and operating workshops in respective for

generating alternative sources of funds. The principal therefore must understand the

financial resource mobilization and management skills that would enable the school to have

a steady supply of teaching and learning resources (Onesmo, Goodluck& Bhoke-Africanus,

2021). These other income generating projects should be accounted for when.

2.4 Accountability of Financial Resources of Public Secondary Schools

For accountability purposes there is need for regular monitoring and evaluation of financial

resources to facilitate smooth and proper financial reports prepared for the schools. The

preparation of such statements at least on the monthly basis would create measures, of

addressing the financial challenges result them before time. The school principal should

therefore be competent in the school budget (School Finance Handbook, 2016). This

implies that the principal should be skilled with budget preparation skills. They should also

be competent in procurement practices for instance acquiring goods and services that are on

financial principles and guidelines.

Accountability also calls for the principal skills in management of scarce available resources

through proper management at all levels while prioritizing the school activities that support

teaching and learning (Onesmo, Goodluck& Bhoke-Africanus, 2021). It is important for the

19
school head to posse auditing skills that would help them detect financial errors, frauds,

understand the sources of financial gains or losses in a school. This would mean then the

principal is able to state the position of the school financially. Auditing of schools funds

verifies the faithfulness of the person responsible with the day to day running of the school

expenditure and incomes. Kumar (2017) noted that when principals are the internal

financial auditors; this would then mean they are responsible of checking the income and

expenditure accounts and verifying the school financial statements for the quality provision

of education outcomes.

The process of ensuring school principals are knowledgeable and effective in financial

management, it is mandatory for the principals to mandated to learn financial management

as this would go a long way of ensuring transparency (Phylisher, Mulwa, & Kyalo,2018).

This means when principals are update in their profession through in-services courses, taken

on financial management training and related issues then management of financial

management should be expected to run smoothly. During the management training the

training could also include student fee management, staff payroll management and school

account management which ensures there will transparency in all the accounts. Krishnan &

Fashid (2019) notes that there should financial reports and transaction management in order

to enhance accountability and eventually quality education delivery.

Maulid (2017) found that accountability helps to ensure rational use of public funds through

such areas as compliance with rules, regulations, policies, procedures, ethical standards and

management directives, efficient and effective operations of planned objectives. This

safeguards the institutional resources against forms of misuse, the reliability of the financial

records and timely reporting, regular auditing of institutional financial statements and proper

keeping of inventory records and their whereabouts. This implies the financial procedures

20
are essential to directing resources towards desired ends. The study established that there

was need for discipline among the principals which would be achieved when they create

control mechanisms across the systems. The control mechanisms are procedures such as

auditing transparency, book keeping, and accounts, financial laws, regulations and policies.

These procedures make spending more efficient and more responsive to strategic priorities.

Maulid (2017) also found the need for auditing as a way to scrutinise financial records to

ensure that the financial statements are reliable and yield correct picture of the financial

activities. This provides an assurance with respect to the rational use of school funds and

also curtails the abuse and misuse of the principals’ authority. The accountability culture

therefore, becomes a moral value and sense of duty for the principal.

Maulid (2017) found that the school management body should also put in place internal

audit mechanism for regular checks and balances of school finances. The auditing should be

carried out once a month by a team from the school management body which is appointed

from the community. There should be reference to the public finance policy when such an

exercise takes place. The study also established that transparency has a major role in

promoting rational use of school funds. Financial transparency is crucial in promoting

accountability and enhancing good governance of quality services in school. Transparency

means that citizens have accessibility to financial information from the school.

Bookkeeping was also found to an essential part of financial control and accountability.

Maulid (2017) argues that bookkeeping helps in monitoring where the financial strategy

works, whether the institutional financial is viable and money spent to achieve the intended

for an objective has been spent accordingly. A good accounting framework helps an

organization to remain responsibility with all critical stakeholders and to meet the intended

target.

21
2.5 Participatory Decision-Making Process in Financial Management of Public
Secondary Schools

Participatory decision making is when the school management involves all stakeholders in

decision making. Tijani (2020) found out that collective decision making affects the

management of school in the day to day activities. The principal hence has the

responsibility to incorporate other stakeholders in the decision making process. Ijaduola

(2017) noted that decision making affect teachers, students and even parents. Hence

principals’ decision making competence would go a long way in influencing school

effectiveness. The principal should therefore bring on board other school stakeholders to the

decision making process.

Owen (2008) participatory decision making is a participatory fashion which brings on board

all the stakeholders to interactions that will influence power from the teachers,

administrators, students and community members on the other hand. Participatory decision

making bears notable desirable effects in the school. Collective decision making process

motivates the entire school stakeholders especially for the staff who feels that their

ambitions, attitudes and positive involvement in making and developing growth that

cultivates cooperation, hard-work and commitment towards achieving the set goals (Migwi,

2018).

Participatory management can be considered as a shift from a traditional management style

to a more innovative management style that permits the lower-level staff to lend their voice

in organisational matters for the purpose of enhancing job performance and the achievement

of organisational set goals. The involvement of teachers, therefore, has the potential to

increase performance, giving the teachers a sense of ownership of the school, and creating a

democratic atmosphere in the school (Ajetunmobi, Maruff & Muhideen, 2020).

22
Hashim and Wok (2015), involvement of workers, teachers included in the organizational

decision-making processes, will enrich the understanding and acquaintance of the workers

with the outlined everyday jobs. Consequently, the understanding of teachers could be

broadened when they are involved in the decision-making process on issues surrounding

their service delivery in the school system thereby giving room for greater cooperation of

teachers with the school administrators. Ajetunmobi, Maruff & Muhideen (2020) also

argued that involvement of teachers in the decision-making process (participatory

management) in the school tends to encourage the teachers to be more committed to the

school (the teaching and learning process), more supportive of the principal, to reduce

conflict within the school, and to ensure realisation of set goals and objectives in the school.

2.6 Motivational Practices in Management of Public Secondary Schools

The school administration should encourage motivation as school objective of creating

efficiency in the management. For instance, motivation of teachers is very important in

students’ performance and other areas in school life. Han & Yin (2016) defined motivation

as the energy or drive that move people to do something by nature. They noted that there

are two aspects of motivation which include initiating motivation which is concerned with

the reason for doing something and deciding to do something, and sustaining motivation

referring to the effort for sustaining or persisting in doing something. These can be divided

into two that is direction and magnitude of human behaviour.

Han & Yin (2016) also looks at the school management being able to attract, retain and

concentration. This can be determined by what attracts individuals to remain the particular

school and how they will remain in their teaching profession emanating from the intrinsic

and external influence and constraints with emphasis to lifelong commitment. The study

23
also established that there dimensions that include persistence and effort with teaching from

emanating from pre-service and in-service teacher’s motivation to remain teaching.

Cebeci, & Çağanağa (2019) noted that the school administrators who provide and direct

their employees through encouraging conditions both in the working environment and in the

sense of social relationship while involving them in decision making process motivate them.

The strategy when well employed motivates and helps the institution achieve its goals. The

study also found that when the individual needs are met school administrators and teachers

who work with them in most instances are able to meet their psychological and economic

needs. For permanent success in school there is need for motivation of teachers and

subordinate staff who work in these schools.

Bawa and Muhammad (2017) found that motivation of teachers could also be through non-

monetary rewards where employees are praised by their immediate managers, leaders and

can be given a chance to lead some tasks in school. These areas include creating

opportunities for career growth, being valued by the employees and career growth. The

employees felt that work related attributes were good and the training and development

helped them in career advancement.

2.7 Theoretical Framework

This study will be based on the System Theory of Management postulated by Parson (1977).

Systems are viewed as a collection of elements unified to accomplish an overall stated goal

and objective. That means if one part of the system is missing others must be changed as

well. The system theory focuses on the relationship between the parts and how they work

together as a whole. The inputs in a system may include raw materials, money, people etc.

the process may include the planning, organising, directing motivating, controlling and

coordinating while the outputs are the products, profits, satisfaction and services are put

24
together by transformation management function of service providers and feedback realised

through quality of life or productivity of the client. In this case the product could be pupils’

performance. This theory was applied on school system in that the school as a system also

has various inputs that are processed to produce outputs with feedback as shown in Figure 1.

Process by the
Educated pupils
principal and teachers

In-put –human and

material resources

Feedback /
Environment

Figure 2.1: Theoretical Framework of General System Model

Every school system requires money and other resources such as building(s), desks and

chairs, textbooks, black or whiteboards, water, and electricity. These are among the inputs

that the school use in their daily operation in order to be able to function. In most cases, the

government is responsible for supplying these inputs through the agency or a provider

organization dedicated to education. Education service providers (principals, teachers, and

school) process school inputs by transforming the available resources, most especially

students for future services (educated children), which becomes the output of the school.

Information regarding feedback and environment will concern the outputs and external

environment of the school.

25
This study is anchored on the system theory. This is because, effective management of

education depends on the availability and management of resources, accountability and

participatory decision-making (good governance) towards the realization of educational

goals. Good governance is one of the keys for achieving educational objectives because it

comprises the responsibilities of government (policy makers), education leaders, education

service providers, students, parents, and citizens. Policy makers jointly determine the

policies, goals, and funding for education. Education leaders (minister) may be charged with

the responsibility of achieving the goals of education and be held accountable for meeting

the goals. In this regard, education leaders then put the wheel of bureaucracy in motion to

allocate the resources needed and to implement the programs required to realize the stated

educational goals and objectives. Principals and teachers are those that will process the input

and be held accountable to parents, governing bodies, and the ministry of education among

others. The system theory is therefore applicable in this study because good governance

cannot be over emphasized in the effective management of secondary schools as an open

system.

26
 2.7.2 Participative leadership theory

The study will also be guided by Participative Leadership Theory (PLT) proposed by Yukl

(1998). The PLT is a proactive approach of management based on the three principles of

consultation, awareness and empowerment. Its basic assumption is that those involved in

the implementation of decision are involved in decision making, understanding and

acceptance of issues improved. Their level of commitment is therefore, the decision

increases reducing the conflict and competition. The leader however, can agree or deny to

give control to the people in decision making process (Coutts, 2010). The question then is

how much influence will others in decision making process contribute if it vary depending

on the leader’s perception, preferences and beliefs (Kara and Loughlin, 2013). The major

disadvantage of PLT is it does not work well if the people being consulted lack necessary

understanding of the matter in question when making key decisions, especially technically.

This then would mean leaders in PLT, will be forced to share all information, but Ray

(2012) argue that sometimes leaders may no need to share information that is sensitive are in

decision making, raw materials, money, people etc. the process may include the planning,

organising, directing motivating, controlling and coordinating while the outputs are the

products, profits, satisfaction and services are put together by transformation management

function of service providers and feedback realised through quality of life or productivity of

the client. In this case the product could be pupils’ performance

2.7.3 Financial Planning

This is an essential aspect of financial management which ensures appropriate funds are

available at the necessary time to meet the needs of a company or institution. These needs

include short term requirements such as investment in equipment and supplies, payments

27
made by workers and credit based fund sales. Long term needs include financing to make

significant improvements to the productive capacity of the institution or company. The

financial manager defines the stairs to be taken to be able to meet the dreams or vision of the

company or institutions. The aim is define goals and steps needed to achieve those goals.

2.7.4 Financial controlling / internal control

The economic supervisor makes positive that every location of company or institution

follows the described plans. This is done by comparing current financial reports with earlier

reports released. This comparison shows where attention might be needed from the

organization since that area is not successful as whether assets are used efficiently, protected

for the business and whether the management behave in the best way to fulfil stakeholders

interests bearing in mind the laws of the business organization.

2.7.5 Financial decision making

This incorporates the other three components of managing, preparing, directing and

organizing by reviewing all information collected and making final decisions to enhance and

maximize the financial management in an organization or institution.

The financial manager makes decisions between the alternatives available. All forms of

decision making are based or facts and the primary task is to evaluate and assess. The most

critical financial decision is to determine what to do with profit or savings, the institutions

receives whether to keep them or allocate them as dividends to shareholders or to reinvest to

generate more income and revenues.

28
 2.7.6 Financial organizing and directing

When planning, the economic manager determines how to use and organize the employers

assets to implement the strategies that have been made extra effective. The manager works

day to day while managing to keep the coordinating results going efficiently. The goal is to

make productive use of the resource and to provide regular supervision.

Agencies are required to have an effective financial management system as a condition of

receiving federal funds. Federal and state rules and regulations establish several criteria that

the financial system of agencies receiving funds must meet.

Federal common rule of USA broadly establishes standards for financial management which

are applicable to most grants and we have identified seven essential elements.

2.7.7 Financial reporting

Accurate, current and complete disclosure of the financial reports serve many purposes.

Financial reports are used by managers to control their organizations and to monitor extent

to which management objectives are being achieved.

It Provides information to external parties on an organization financial operations

and compliance with a variety of requirements.

a) System designed to assist governing board in controlling and monitoring its

operations to achieve targets.

b) Individual contracts which an organization receives funding may impose

additional financial reporting.

c) Regulations for administrative requirements for grants and reimbursements.

d) Audit requirement imposed as a condition of funding to have audits. Show

compliance with applicable laws, rule and regulations.

29
 2.7.8 Accounting Records and Source Documents

 Maintaining of documents identifying the source and application of funds provided

for financially assisted activities.

 Documentation containing granting or sub-granting awards and authorization,

obligations, unobligated balances, assets, liabilities, outlays or expenditure and

income.

 Accounting records must be supported by source documentations, attendance

records, contracts or sub-contracts.

2.8 Conceptual Framework

Independent Variables
Financial controls in school
Dependent Variables
Accountability Maintained infrastructure
Transparency Adequate staffing
Budget Disciplined school
BOM approvals Improved academic performance
Internal Auditor
Policies adherence
ICT integration

Participatory Decision making

Teachers involvement
Students involvement
BOM
PTA

Motivational Practices Intervening Variables

Intrinsic of who? Planning
Extrinsic of who? Organizing
Directing /controlling
30
Coordination
Financial Reporting Political involvement
External Audit reports Timely disbursement
 accounts. School financial stability
Use of technology banking
statement.

Figure 2.2: Conceptual Framework indicating the relationship between independent and
dependent variable.

The independent variable namely the financial controls in the school financial management

is achieved by establishing accountability and transparent financial system. The budgetary

preparation and involvement of BOM in dispensing school finances control use of school

finances resources. Adherence to MOE of internal school audit department would control

arbitrary usage of school resources. These independent varies determines the success of

school overall targets observed as dependent variable namely in improved good academic

performance, disciplined school, adequate and well committed staff, motivated and self-

driven staff and well maintained school infrastructural projects.In the achievement of school

targets (dependent) variables intervening variable may impact on the overall school

achievement. These factors or variables are indicated as school politics from community and

sponsors, financial status of the school.

31
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will give an overview of the location of the study, research design, target

population, sampling procedure, sample size, research instrument, reliability, piloting of

research instrument, validity of instrument, data collection procedure, data analysis

technique and ethical consideration.

3.1 Location of the Study

The research study will be conducted in public secondary schools in Kericho County

because these schools receive government capitation unlike private schools. Kericho county

is selected for this purpose because of its cosmopolitan nature and its rich in agricultural

activities. The county is rich except one subcounty which is a hardship zone. From selling

of tea, coffee, sugarcane, Maize their standard of living is higher than counties. The schools

are located in the famous tea growing highlands of Kericho in the six sub-counties namely

Kericho, Belgut, Soinsigowet, Londiani, Kipkelion and Bureti. Kericho County neighbours

Kisumu County to the West, Nyamira and Bomet to the South, Nakuru County to the East

and Nandi and Uasin Gishu counties to the North.

3.2 Research Design

The study will adopt mixed methods of research design, which advocates the systematic

integration of mixing of quantitative and qualitative data within a single or sustained

program of inquiry Creswell et al (2011). This research methodology permit complete

synergetic utilization of data rather than separating qualitative and quantitative data

collection and analysing. The research design is used because it increases communication

32
across field, visualizing procedures through diagrams, noting research questions that can

particularly benefit from integration and developing personnel for conducting various forms

of research methods. The research design allows correcting and analysing both qualitative

(closed ended) and quantitative (open ended) data, use of rigorous procedures in collecting

and analysing data, integrating data during collection, analysis and discussion and using

procedures that implements quantitative and qualitative data either concurrently or

sequentially with the same sample or with different samples. The research design also

allows framing the procedures within the philosophical or theoretical models of research,

creswell (2004).

According to Crabtea et al (2009) this research design validate findings using quantitative

and qualitative data sources, by use of convergent design, to compare findings from

quantitative and qualitative data. Data designs which will be done by collecting both types

of data, assessing information using parallel constructs for both types of data separately

analysing both types and comparing results through procedures like side by side comparison

in a discussion, transforming the quantitative scores and displaying both data. This research

design is useful to study since the financial controls, accountability, transparency and

observing ministry of education guidelines on finances, and BOM involvement will impact

on the results, such as improved academic achievement, school discipline as well as well

maintained school infrastructure.

3.3 Target Population

The population of the study will comprise all the public secondary schools in Kericho

County. Kericho County has a total number of six sub-counties and all of them will be

included in the study meaning 100% representation. These sub counties are Kericho, Bureti,

Belgut, Londiani, Soisigowet and Kipkelion. The county has 239 public secondary schools.

33
The Principals, bursars, BOM chairs, school presidents and school auditors in public

secondary schools and MOE respectively will be targeted as the population for this study.

Respondents Target Populations Sample Size

Principals 239 72
Bursars 239 72
BOM Chairperson 239 72
President (Student) 239 72
Auditors 06 06

Table 1: Sample Size

3.4 Sampling Procedure

A sample is a small proportion of a population selected for observation and analysis (Best

and creswell (2015). A sample of 30 or more is to be considered a large sample (Best &

Kahn, 2011) and large enough to detect a significant effect (Kerlinger& Lee, 2000). The

sample size for this study will be obtained by a stratified proportionate sampling procedure

and purposive sampling. Stratified proportionate sampling involves sub-division of the

population into smaller homogenous groups or strata when the population is composed of

dissimilar groups (Kerlinger & Lee, 2000; The sample size for this study will be obtained by

stratified proportionate sampling procedure and purposive sampling. stratified proportionate

sampling involves subdivision of the population into smaller homogenous groups or strata.

Where the population is composed of dissimilar groups (Kothari, 2011). in order to get more

accurate representation (Mugenda, 2011). The sample size will however be made up of

different categories of schools which will be drawn from the 239 pubic secondary schools in

Kericho County school

Proportional allocation of the strata is adopted in order to get a sample size of 72 public

secondary schools which were drawn from a population size of 239 public secondary

schools. It will be divided into nine strata based on school types to ensure equal

34
representation of all school types and the sample size was as under; p 1 = 30(142/249) =43

mixed day schools ; p2 =30(28/249) =8 girls’ boarding secondary schools; p3=30(40/333) =

12 mixed boarding secondary schools; P4 =30(18/249)=5 boys’ boarding secondary schools;

p5 30(158/249) = 5 mixed day and boarding secondary schools; p 6 =30(1/249) = 0 boys day

and boarding secondary schools; p7 =30(2/249)= 1 Girl’s day secondary schools; P8

=30(2/249) =1 Girls’ day and boarding secondary schools and p9 =30(1/249)=0 Boys’ day

In order to include the schools that participated in the study, a list of public secondary

schools in Kericho County will be obtained from the County Education office to enable the

researcher get the number of schools from the county. The school names will be written

according to types of schools. To give every school type a chance to participate in the study,

simple random sampling procedure with or without replacement will be used to select the

sample size. The respondents for the study will included 72 principals, 72 bursas, 72

chairpersons of BOM and 72 student presidents, in public secondary school in Kericho

county and 6 auditors from the ministry of education based in Kericho County.

3.4.1 Sample size

The sample size will be 30 percent of the target population which is representative according

to Kothari (2011). This will give the sample size as follows: The public secondary schools

are national schools (2) extra county schools (22) county schools (45) and sub county

schools (168). Further classification of school type namely boys secondary schools (26) girls

secondary school (39) and mixed secondary schools (174). Ten percent of the sample size

will be used for pilot study that will give at total of eight principals, eight bursars, eight

BOM Chairpersons, and eight student presidents, and two auditors.

35
 Respondents Target Populations Sample Size Percent
Principals 239 72 30
Bursars 239 72 30
BOM Chairperson 239 72 30
President (student) 239 72 30
Auditors 06 06 100

Table 2- Sample Size and Percentage

3.4.2 Sample Size

Eight schools will be selected from each of the six sub counties in Kericho County. This

will give a total of 72 public secondary schools which represent 29.3% of the secondary

schools in the target population, which complies with the proportion suggested by Creswell

(2015). From these schools all principles, bursars, chairpersons will be included in the study

as a part of the sample meaning a total of 72 principals, bursars, chairpersons and student

president comprised part of the sample from each of the 239 secondary schools. 72

principals, chairperson, bursars and president will be sampled purposively observing their

category.

Purposive stratified sampling will be adopted because it involves sub-division of the

population into smaller homogenous groups or strata when population is composed of

dissimilar groups. Kothari (2011). All auditors will be subjected to respond to the

questionnaires representing 100%

3.5 Research Instruments

This study will use questionnaires, interview guide, observation and analysis of documents

as tools for data collection. It there will be a questionnaire for principals, bursars and

auditors, interview schedule for BOM chairs, and student presidents II will consist of a

questionnaire for principals. The questionnaires will be divided into 5 sections. Section A;

36
will contain items on demographic characteristics. Section B, will contain items on financial

control, section C will contain items on motivational practices, section D will contain items

on participatory decision making. And Section E will have items on financial reporting

which will be open ended and close ended items. Closed ended questions will be used

because they correct definite data and are less time consuming. Open ended questions will

be used in order to give detailed information on evaluation of governance practices on the

management of public secondary schools. The interview guides will have open ended items

on evaluation of governance practices on the management of public secondary schools. This

will allow respondents to express their views freely and allow the researcher an in-depth

understanding of the responses obtained. Analysing of documents will be carried out

concurrently while interviewing respondents.

A combination of these four methods will be preferred in order to reduce the disadvantage

of using a single method. (Golon 2003) for instance the use of questionnaire will not capture

emerging and the aptitude of the respondent observation may be time consuming though

useful in observing the experience and emotional outlook of the respondent while

administering the interview schedule. Moreover, the triangulation of the three techniques

will result in efficacy in generating data thereby giving a complete outlook of influence of

governance practices on financial management in public secondary school.

3.5.1 Reliability

Reliability of instrument refers to the degree to which research method produces stable and

consistent results. A specific measure is considered to be reliable if its application on the

same object of measurement, number of times produces the same results.

3.5.2 Piloting of Research Instruments

37
Piloting refers to mini versions of a full-scale study as well as the specific pre-testing of a

particular research instrument such as a questionnaire or an interview schedule. This will be

done for both qualitative and quantitative studies. The researcher will determine the sample

size and selection to ensure representative of the target study population.

Through piloting it will help the researcher assess approach and practice the necessary staff.

The researcher will subject ten percent of the target population where and purposive

sampling will be conducted. A total of 20 public secondary schools representing target

samples with all characteristics. Four mixed public secondary schools, four public day

secondary schools, four public boarding schools at the county and extra county schools will

be identified and two national schools will be subjected to pre-testing.

During pretesting careful consideration will be employed to cater ensure both boys and girls

schools are subjected to this pre- testing. The researcher will purposively select a school

with desired characteristics namely national, extra County, County and sub-county.

3.5.3 Reliability of Instruments

Reliability is a measure of the degree to which a research instrument yields consistent results

or data after repeated trials (Mugenda & Mugenda, 2003). Reliability of a research

instrument is its level of internal consistency or stability over time (Creswell 2011). A

measuring instrument is reliable if it provides consistent results (; Kerlinger & Lee, 2000;

Kothari, 2011)). According to Orotho (2009) states that a pilot study will be useful to test

the research instrument reliability in one way by helping to establish possible causes of error

variance which could occur as a result of wording of the instrument, respondents’ mood

during instrument administration, ordering of the instrument items or may be because of the

38
content of the instruments. Instrument reliability will be established by a pilot study which

will be carried out in eight public secondary schools in Kericho County that will not

participate in the main study representing 10% of the sample size. These will include one

national school, two extra county schools, two county schools and three sub-county school

covering both gender. From each school four respondents will purposively be selected that

is, the principal, 1 bursar, chairperson of BOM and student president. Purposive sampling

will be done in schools to ensure all schools categories are included in the study.

Instrument reliability will be determined by a test-re-test technique. The questionnaires will

be administered to three respondents from the piloted schools. The three respondents per

school will be allowed a time lapse of two weeks between the first and the second test to

ensure reliability of consistency. The Pearson’s Product- Moment correlation (r) formula

will be used to correlate the pre-test and post- test results in order to determine the

coefficient of reliability or stability based on the formula below according to (Best & Kahn,

2011).

r = N∑XY-(∑X) (∑Y)

√N∑X2-(∑X) 2 √N∑Y2-(∑Y) 2
Where;

∑X = sum of X scores

∑Y = sum of Y scores

∑ X2 = sum of the squared X scores

∑Y2 = sum of the squared Y scores

∑XY=sum of the products of paired X and Y scores

N=number of paired score.

39
If the coefficient of 0.7 is obtained, for closed ended questions, this will imply that there is

high degree of reliability of data (Best & Kahn, 2011; Mugenda, 2011) and the instrument

has high test-re-test reliability.

3.5.4 Validity of instruments

Validity is the degree to which results obtained and data analysed represent the phenomenon

under investigation (Orodho, 2009). Validity refers to whether an instrument provides

adequate coverage of a topic. Content validity of the research instruments could be enhanced

through expert judgment (Best & Kahn, 2011). The researcher will prepare the instruments

in close consultation with the supervisors in order to ensure that the items in the

questionnaires will cover all the areas under investigation. Expert judgement will enable the

researcher to identify weaknesses of the instruments and make appropriate adjustments.

Instrument validity will be established by pre-testing of data collection tools by a pilot study.

The instruments will be administered to four types of respondents from eight public

secondary schools that will not participate in the main study giving a total of 24 respondents.

The instruments will be in a Likert scale with five options responses included strongly agree,

agree, disagree, strongly disagree and not at all.

Content validity will be ensured by preparing instruments that cover all relevant parts of the

subject mainly financial control, participatory decision making, motivational practices in

financial management and in financial reporting construct. Validity will measure the concept

it is intended to measure. This will be achieved by testing fully representative of what it

aims to test.

3.6 Data Collection Procedures

40
Permission and authority to conduct the study will sought from the National Council for

Science, Technology and Innovation, Kericho County Director of Education and Kericho

County Commissioner will be respectively contacted and all principals from the sampled

schools will be contacted and a courtesy call paid to their schools. The researcher will

personally visit the sampled schools and give the respondents the questionnaires to fill

within the agreed time schedule. Those respondents who will not complete the

questionnaires in time will be allowed more time to complete the questionnaires.

3.7 Data Analysis Techniques

Data analysis is the process of bringing order, structure and meaning to the mass of collected

information (Mugenda & Mugenda, 2003). This technique adopts quantitative method of

data presentation for quantitative data, for qualitative and observation data, the technique

applied to present the data will be narration based on thematic topics or sub topics. Data

presentation from analysing of documents, will be presented through content analysis table.

Once data will be collected, it will be coded and analysed using the Statistical Package for

Social Sciences (SPSS) version (23). Quantitative data gathered from closed ended

questions will first be coded and organized into similar themes as per the research questions.

It will be analysed, tabulated and presented by using descriptive statistics. To integrate

qualitative data gathered from open ended questions into inferential data, it will be coded

and tallying of similar responses of each item will be done. Frequency counts will be made

of all responses making similar responses. Results of data gathered from closed ended and

open items will be reported in frequency tables, cross tabulation tables and explanation of

the findings will be made based on themes. It will also be used to test whether the observed

and expected frequencies is significant or not. The test thus determines the degree of

41
association between principal’s alternative disciplinary methods and students’ discipline.

This will be used to determine the effective management, accountability, participatory

decision making and motivational practices Kericho County.

3.8 Ethical Considerations

According to Mugenda (2011) ethics in research focus on the application of ethical

standards in the planning of the study, data analysis, dissemination and use of the results.

This means that the study addresses logistical, ethical and human relations issues to ensure

successful completion of a research project (Orodho, 2009). To ensure that there will be

informed consent and voluntary participation of the respondents who participated in the

study, permission to conduct the research from respondents who participated in the study

will be seek from the secondary school principals. Each respondent will be served with a

copy of the introduction letter which informed the respondents about the nature, purpose and

importance of the research that was carried out. The respondents will further be assured of

treatment of their identities with utmost confidentiality and privacy. This will be enhanced

by asking them not to write their names on the data collection tools. The student president

undertaking the study will require the parental consent in order to take part. The

questionnaire and interview schedule will be prepared bearing in mind a special the special

need principal, student principal, bursars and auditors.

42
 BIBLIOGRAPHY

Abdullahi, N.J.K. (2018). Corruption in Education System and Management of Secondary

Schools in Nigeria. Malaysian Online Journal of Educational Management, 6(1), 21-
35.

Abdullabi, N. & Jibola. K. (2019). Good Governance Issues in Education System and
Management of Secondary Schools in Kwara State, Nigeria. EJournal of Education
Policy.

Ahmed, A. & Mohamed, T., & Tamer, M. S. (2018). Governance Mechanisms and
Earnings Management Practices: Evidence From Egypt. International Journal of
Corporate Governance 9 (3):316-346

Ahmed, B. & Omar, Z. (2019). Secondary Education Governance in Sub-Saharan Africa:

Preparing Youth for the Future of Work. MasterCard Foundation.

Ajetunmobi, F. G., Maruff, A. O., & Muhideen, A. O., (2020). Participatory Management,
Professional Development, and Teachers’ Job Performance in Public Secondary
Schools in Ogun State, Nigeria. Journal of learning for development, Vol., 7 No. 2, pp.
161-173.

Akinlua, S. & Haan P. (2019). A Review of Experimental and Ex Post Facto Research
Designs. Qualitative and Quantitative Methods. Horizon University

Baaru, C. M., Gachahi, M. W. & Mbugua, Z. K. (2019). Effectiveness of School Boards in

Managing Financial and Human Resources in Public Secondary Schools in Nyeri
County, Kenya. Journal of Arts & Humanities. Volume 08, Issue 06, 2019: 77-87

Best, J.W. & Kahn, J.V. (2000). Research in Education. (7thed). New Delhi: Prentice Hall
of India Private limited.

Basic Elements of An Effective Financial Management System 1994 ( May)

Cassano, R. (2017). Transparency and Social Accountability in School Management,

Symphonya. Emerging Issues in Management (symphonya.unimib.it), 2, 19-30.
http://dx.doi.org/10.4468/2017.2.03cassano

Cebeci, O. and Çağanağa, Ç.K. (2019) Effects of Motivation of School Administrators on

Human Resources Management. Open Access Library Journal, 6: e4808.
https://doi.org/10.4236/oalib.1104808

Charter Board Partners (2012). Governance best practices for highly effective charter school
boards. Retrieved from www.publicharters.org/wp-content/uploads/2014/09/Paper-
Governance-BestPractices-for-Hightly-Effective-Charter-School-Boards.pdf

43
Crawfurd, L. (2017). School Management and Public Private Partnership in Uganda.
Research on Improving Systems of Education.
Curry, K., Kinder, S., Benoiton, T. & Noonan, J., (2017. School Board Governance in
Changing Times: A School’s Transition to Policy Governance. Administrative Issues
Journal: Connecting Education, Practice, and Research, Summer 2018, Vol. 8, No. 1:
1-17.
Edmund, S., & Lyamtane, R. D. E. (2018). Effectiveness of the Heads of Schools in
Managing Financial Resources in Public Secondary Schools in Moshi Municipality.
International Journal of Scientific Research and Management,
6(05),"https://doi.org/10.18535/ijsrm/v6i5.el01"
https://doi.org/10.18535/ijsrm/v6i5.el01

Correa Gomes R (2014) Emerald group publishing limited 2014- Guimaraes Resended
Martins
Guarini, E. (2017). Financial Management and Governance Across Levels of Government.
Edited Maggi, D., Vendramini, E. (editors), Financial Management and Budgeting in
the Public Sector. Theories and Practice. McGraw-Hill Education, London.

Jaji, C. L., Okoth, U. & Mari, N. (2017). Board of Managements’ Initiatives Influencing
Quality Education in Secondary Schools in Kajiado, Kenya. Stratford Peer Reviewed
Journals & Books

Kavuma, S. N., Cunningham, K., Bogere, G. & Sebaggala, R. (2017) Assessment of public
expenditure governance of the Universal Secondary Education Programme in
Uganda. ACODE Policy Research Series No. 80, 2017.

Kerlinger, F. N & Lee, H. B. (2000). Foundations of Behavioural Research (4thed).

California State University: Northridge.

King’ona, J. O., Ngaruiya, B.N., & Mobegi, F. O. (2017). The Role of Boards of
Management as a Determinant of Pupils’ Academic Performance in Public Secondary
Schools in Marani Sub-County, Kenya. International Journal of Scientific Research
and Innovative Technology ISSN: 2313-3759 Vol. 4 No. 6; June 2017

Kiprop C. J 2012 Approaches to Management of Discipline In Secondary Schools in Kenya

International Journal of Research in Management Issue 2 Vol. 2. ISSN 2249 -5908

Komba, A. A. (2017). Educational Accountability Relationships and Students’ Learning

Outcomes in Tanzania’s Public Schools. SAGE: (https://us.sagepub.com/en-
us/nam/open-access-at-sage).

Kothari, C. R. (2011). Research Methodology Methods and Techniques. (2nded). New Age
International Publishers: New Delhi.

Krishnan, S. & Fashid, N.P. (2019). How to Manage it Effectively. School finance
Management

44
Kumar, P.M. S. (2017). Academic and Quality Assurance in Higher Education. International
Journal of Management, Technology and Sciences, 2(2), 61-68

Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of
Education for Sustainable Development (ESD) to Quality Education: A Synthesis of
Research. Journal of Education for Sustainable Development, 10(2), 226-242

Langat, A.C. (2015). Barriers Hindering Implementation, Innovation and Adoption of ICT
in secondary schools in Kenya. International Journal of Innovation, Research and
Development, Vol 4, Issue 2. www.ijird.com

Marx, J. & Davis, C. (2012). Nonprofit Governance: Improving Performance in Troubled

Economic Times. Administration in Social Work, 36, 40-52.

Masa, D. & Mila, B., (2017). Parental Involvement as a Important Factor for Successful
Education. C.E. P. S. Journal | Vol.7 | No 3 | Year 2017

Maulid, J. M. (2017). Accountability in Education Management: The Efficient Use of Fiscal

Resources in Tanzani. Doctorate Thesis, University of York.

Morara, A.N. & Chemwei, B. (2013). Dropout among pupils in rural secondary schools in
Kenya; The case of Nandi North District, Kenya. Unpublished MeD Thesis,
University of Nairobi
Mugenda, A.G. (2011). Social Science Research.Theory and Principles. Nairobi: Applied
Research & Training Services Press.

OECD (2017). The Funding of School Education: Connecting Resources and Learning,
OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264276147

Okeze, W. O., & Ngwakwe, E. J. (2018). Assessment of Financial Management Practices of

Secondary Schools in Abia State. Environmental Education, 3(1)

Onesmo, A. Goodluck E., & Bhoke-Africanus (2021). Effectiveness of School Heads’

Financial Management Skills in Provision of Quality Education in Secondary School.
International Journal of Education and Research Vol. 9 No. 3 March 2021.

Ongeri, J.K. (2015). Effectiveness of Boards of Management in Facilitating Quality

Education in Secondary Schools in Kajiado County, Kenya. Unpublished Thesis,
Kenyatta University.

Sukmadilaga, C. Pratama, A. & Mulyani, S. (2015). Good Governance Implementation In

Public Sector: Exploratory Analysis of Government Financial Statements Disclosures
Across ASEAN Countries

UNESCO (2017c). Global Education Monitoring Report (2017/2018) Accountability in

Education: Meeting our Commitments, Paris: UNESCO Publishing

45
Radzi, N. M., Ghani, M. F. A., Siraj, S., & Afshari, M. (2018). Financial Decentralization in
Malaysian Schools: Strategies for Effective Implementation. MOJES: Malaysian
Online Journal of Educational Sciences, 1(3), 20-32

Phylisthers, M.D., Mulwa, A.S. & Kyalo, D.N. (2018). Financial Management for Effective
Schools: Bridging Theory and Practice Through Competency Development among
Secondary School Principals in Kitui County, Kenya. International Journal of
Education and Research.6 (11), 1-18.

School Finance Handbook (2016). Retrieved on 24th May 2020 from Section 3: Budget
Monitoring

Shkurina, E. (2018, 12 20). Retrieved 3 22, 2020, From Financial Management Functions of
The School Principal: https://blog.youragora.com/financial-responsibilities-of-
School-Principals Explained

Tikoko, J et al 2017 the Nature of Students Participation in Decision Making in Secondary

Schools in Kenya. International Journal on Current Research, 3, British Journal of
Education vol. 5, No. 7, Pp 60-68, July 2017.

46
 APPENDIX 1 INTRODUCTION LETTER

KENYA METHODIST UNIVERSITY

P.O. BOX 267 -60200
MERU

TO WHOM IT MAY CONCERN

Dear Sir/Madam,

RE: RESEARCH VISIT TO YOUR SCHOOL

I am a Post Graduate Student at KEMU University. I am conducting a study on the

evaluation of governance practices on the management of public secondary schools in

Kericho County, Kenya. The respondents for the study are principals and teachers in

Kericho County.

The purpose of this letter is to seek your participation in the study. The information gathered

from respondents will be used for purposes of this study only. To ensure confidentiality of

your identity, please do not write your name on the questionnaires.

Thank you for your co-operation.

Yours Faithfully,

Zachary Mutuiri
Reg. No
Cell: 0728 535 268

47
 APPENDIX 2: QUESTIONNAIRE FOR THE PRINCIPALS

INSTRUCTIONS

You are kindly requested to complete this questionnaire honestly by inserting a tick (√)

against your option in the appropriate box and offer explanations for the questions that

require your answer through a word of explanation. For confidentiality purposes, you need

not write your name on the questionnaires. Thank you for your anticipated cooperation.

SECTION A. DEMOGRAPHIC DATA

a. Please indicate your gender:

Female [] Male []

2. Please tick the age category that applies to you:

Below 30 years [] 31-39 years [] 40- 49years []

50-59years [] 60 years and above []

3. Please indicate your highest professional qualifications.

B.A [] B.A with PGDE [ ] B.Ed [ ]

M.A [ ] M.SC [ ] S.1 [ ] M.Ed [ ]

Diploma in Education [ ] B.SC with PGD []

4. How many years have you served as a). A teacher…........................................

B. Principal……………………………

5. How many years have you served in this school?..................................................

a. As a teacher ………………. b. As a Principal ………………

6. Please indicate by a the type of your school.

Mixed day and boarding [ ]; Boys Boarding [] Girls Boarding [ ];

Girls day [ ]; Boys day [] Girls’ day and boarding []

Mixed boarding [ ]; Boys’ day and Boarding [] Mixed day []

48
7. Please indicate by a the financial management training you attended

i) Senior management course by KSG []

ii) Introduction to financial management by KEMI []

iii) Local based financial management organised by County or Sub-county education office

[]

v) Any other specify ………………………………………….

SECTION B: FINANCIAL CONTROL IN MANAGEMENT IN SCHOOLS.

The following statement shows the effectiveness of management of financial resources in

management of public secondary schools. Kindly tick the level of agreement or

disagreement with the statement

Key Strongly agree (5); Agree (4); Disagree (3); Strongly Disagree (2); not at all (1)

8. Indicate the sources of financial resources in your school.

a) Parental obligation by paying fees

b) GOK capitation []

c) National Government CDF []

d) Grants []

e) Fundraising []

f) Any other specify ……………………………

9. Are you aware of school budget making process? Yes [] No [ ]

10. Have you identified priorities in your school? Yes [] No [ ]

11. Did you involve stakeholders in identifying school priorities? Yes [ ] No [ ]

If yes who did you involve? Kindly name them ……………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………..

49
12. Name which department in your school do you allocate more resources? In order of

priority. Kindly list them.

i………………………………………………………………………………………………..

ii…………………………………………………………………………………………….

iii…………………………………………………………………………………………….

iv…………………………………………………………………………………………….

STATEMENT 1 2 3 4 5
13 The school has different committees responsible for current

expenditures
14 The school has a tender and procurement committees

15 I involve teachers in decision on funds required in each department

16 Do you provide stakeholders with consultative meetings that all

allocations to fair?
17 I allow the teachers and other stakeholders to provide programmes to be

funded by the school

18 Does the school have income generating projects that helps in

provision of funds?
Do you stick to budgetary provisions in the utilisation of funds in your

school?
19 Do you inform your BOM, teachers about school financial status?

20 In the usage of school finances, do you adhere / abide to the vote heads

21 In your school do you realize school savings?

22 Do you inform the school stakeholders on projects carried out as a result

of savings

SECTION C: PARTICIPATORY DECISION MAKING IN FINANCIAL

MANAGEMENT IN SCHOOLS
The following statement shows the effectiveness of accountability of the school

management on the school management of public secondary schools. Kindly tick the level

of agreement or disagreement with the statement

50
Key: Strongly agree (5); Agree (4); Disagree (3); Strongly Disagree (2); not at all (1)
STATEMENT 1 2 3 4 5
25 Are you aware of budgeting making processes.

26 I oversee the supply chain management, movables asset management and

control
27 I prioritise on the use of scarce resources to ensure effective stewardship

over public money and asset

28 I am actively involved in planning implementation of financial plan,

accounting and reporting on funds management

29 I have accounting knowledge which helps in improving financial

management
30 I outsourced accountants to resolve operational financial and compliance

related business issues

31 All invoices stamped are recorded into the system correctly and clearly

marked for account code assignment

32 The accounting policy and procedure manual is updated regularly

33 I follow all the written policies and procedures covering all routine

financial management and related administrative activities.

SECTION D: PARTICIPATORY DECISION MAKING IN SCHOOL FINANCIAL

MANAGEMENT

The following statement shows how participative decision management is used in the

management of public secondary schools. Kindly tick the level of agreement or

disagreement with the statement

Key Strongly agree (5); Agree (4); Disagree (3); Strongly Disagree (2); not at all (1)

34 Allow all stakeholders to contribute to the decision making process in

classes and staffroom

35 Planning the curriculum at school level

51
36 Evaluation of curriculum

37 Determining subject areas for individual students progress

38 Determining the size of classes

39 Determining the non-formal curriculum

40 Determining school entertainment and recreation activities

41 Determining the school rules and regulations

42 Determining type of discipline action to be taken against students

52
SECTION E: EFFECT OF MOTIVATIONAL PRACTICES IN THE FINANCIAL
MANAGEMENT OF PUBLIC SECONDARY SCHOOLS

The following statement shows the effect of motivational practices in the management of

public secondary schools. Kindly tick the level of agreement or disagreement with the

statement

Key Strongly agree (5); Agree (4); Disagree (3); Strongly Disagree (2); not at all (1)

43 The school has a motivational program for teachers and students

44 Does your personality as a school administrator affect teachers

motivation
45 Do you think your academic qualification has an effect on teachers

motivation
46 The financial status of the school determine the type of a teacher

motivation
47 Do you think financial tokens in your school motivates teaching

48 Discipline of students increase teachers motivation

49 Success of students increases teachers motivation

50 Do you motivate your learners to achieve academic goals

53
 F. FINANCIAL REPORTING IN MANAGEMENT OF PUBLIC SECONDARY
SCHOOLS

51. Do you receive audit report from the ministry of education? Yes [] No [ ]
52. Which stakeholders do you discuss audit report with?
a) …………………………………………………………………………………………….
b) …………………………………………………………………………………………….
c) ……………………………………………………………………………………………..
d) ……………………………………………………………………………………………..
53. Do your school adhere to the recommendations outlined in the audit report?
Yes [] No []
54. Have your financial officers in school attended any induction training on book keeping
of financial management training? Yes [ ] No [ ]
55. Is your bursar or account clerk able to prepare annual books of account? Yes [ ]
No [ ]
56. Does your school submit annual books of account on time? Yes [] No []
Where are the other tools???This is the tool for the principals only?? At this level, you
need to use more than one too. Where are the interview guide questions?? You also need to
analyse the documents to validate the results of the questionnaires and that of the
interviews.

Thank you for your cooperation

54
APPENDIX 3. Budget for Research Study Proposal

SN ACTIVITY COST (KSH)

1.  Assembling of stationery 5000
 Review past researchers
 Plan of action
2.  Development of concept proposal 20,000
 Concept proposal writing
 Presentation to supervisors
 Printing, publishing /bidding
3.  Correcting/amending concept proposal 20,000
 Reading related studies
 Proposal writing
 Proposal presentations to supervisors
 Printing /publishing/binding
4.  Correcting/ reviewing of the proposal 20,000
 Presentation to supervisors
 Typing, printing and bidding
5.  Preparation of disintegrated 50,000
instruments
 Administering research instruments
 Courtesy cell to authorization offices
 Collecting research instruments
 Transport/ fare
 Compiling of data

6.  Analyzing data 50,000

 Compiling report
 Bidding report
 Presentation/ defense of thesis
7  Contingency 15,000

55
SN ACTIVITY TIME / DURATION
1.  Assembling of stationery January to March 2020
 Review past researchers
 Plan of action
2.  Development of concept proposal May to June 2020
 Concept proposal writing
 Presentation to supervisors
 Printing, publishing /bidding
3.  Correcting/amending concept proposal July to August 2020
 Reading related studies
 Proposal writing
 Proposal presentations to supervisors
 Printing /publishing/binding
4.  Correcting/ reviewing of the proposal November
 Presentation to supervisors December 2020

 Typing, printing and bidding

5.  Preparation of disintegrated January
instruments February
 Administering research instruments March 2021
 Courtesy cell to authorization offices
 Collecting research instruments
 Transport/ fare
 Compiling of data

6.  Analyzing data April

 Compiling report May 2021 June 2021

 Bidding report
 Presentation/ defense of thesis

56
APPENDIX 4 : TIME FRAME OF RESEARCH PROPOSAL
SN ACTIVITY TIME / DURATION
1.  Assembling of stationery January to March 2020
 Review past researchers
 Plan of action
2.  Development of concept proposal May to June 2020
 Concept proposal writing
 Presentation to supervisors
 Printing, publishing /bidding
3.  Correcting/amending concept proposal July to August 2020
 Reading related studies
 Proposal writing
 Proposal presentations to supervisors
 Printing /publishing/binding
4.  Correcting/ reviewing of the proposal November
 Presentation to supervisors December 2020

 Typing, printing and bidding

5.  Preparation of disintegrated January
instruments February
 Administering research instruments March 2021
 Courtesy cell to authorization offices
 Collecting research instruments
 Transport/ fare
 Compiling of data

6.  Analyzing data April

 Compiling report May 2021 June 2021

 Bidding report
 Presentation/ defense of thesis

57
APPENDIX 5. INTERVIEW SCHEDULE BOM CHAIRS

I am a student of KEMU University pursuing Doctor of Philosophy studies. Kindly spare a

few minutes to answer the following question below.

1. a. Kindly introduce yourself

b. Can you identify the main sources of revenue in your school?

2. How many years have you served as a chairperson of BOM in the school?

………………………………………………………………………………………

3. How long have you been a Chairperson? …………………………………………..

State your name schools you have been the chairperson?

…………………………………………………………………………………………

4. After appointment as chairperson, did you attend any induction training as a BOM

Chair

…………………………………………………………………………………………

What quality do you think you possess that made you become the chairperson?

……………………………………………………………………………………….

5. Who do you involve in preparation of your school budget?

………………………………………………………………………………………..

6. Do you get any assistance from your local education office in budget preparation? If

any kindly elaborate ……………………………………………………………….

7. How do you motivate your , teachers and non teaching staff and BOM members to

achieve school targets.? Kindly specify

………………………………………………………………

8. Do you think your academic qualification motivates teaches and students?

………………………………………………………………………………………

9. Do you receive audit report from MOE?

58
 ………………………………………………………………………………………

10. If yes, do you discuss the report?.............................................................................

11. In your own opinion is the report a true reflection of findings from your financial

department

………………………………………………………………………………………...

…………………………………………………………………………………………..

……………………………………………………………………………………………

59
APPENDIX 6. Observation Schedule

Details of Variable Evidence of Observed Remarks

Observed Items
 Any display of financial 
Details of financial capitation
management  Tender advertisement
 Tender box available
Financial controls  Branded projects
Financial motivation practice  Any trophies displayed 
 Awarded certificate
 Contented staff /students
 Dressing of staff
 Display of packages
Participatory decision  Departmental budget 
making process  Displayed BOM
( photos)
 Sub-committee of
BOMs (photos)
 Programmed open form
( students)
Financial reporting in  Available documents on 
management audit reports
 Book of accounts kept

60
 LIST OF TABLES

Table on Population and Sample Size……………..…………………………………….. 40

61
 LIST OF FIGURES

FIGURE 2.1: THEORETICAL FRAMEWORK OF GENERAL SYSTEM MODEL..........28

FIGURE 2.2: CONCEPTUAL FRAMEWORK....................................................................34

62
 ABBREVIATIONS AND ACRONYMS

MOE - Ministry of Education

TSC - Teachers Service Commission

BOM - Board of Management

PPFM - Public Procurement and Financial Management

CDE - County Director of Education.

KEMU - Kenya Methodist University

PTA - Parent Teachers Association.

GOK - Government of Kenya

SPSS - Statistical Package for Social Services

N - Total Number

P - Coefficient

CDF - Constituency Development Fund.

CEO - Chief Executive Officer

UNESCO - United Nations Education Science and Cultural Organisation

63