Authors :
Bakulumpagi Ismail Abaasi; Matovu Musa; Nabukeera Madinah; Ssali Muhammadi Bisaso
Volume/Issue :
Volume 10 - 2025, Issue 7 - July
Google Scholar :
https://tinyurl.com/3d43zc26
Scribd :
https://tinyurl.com/bdh6m28e
DOI :
https://doi.org/10.38124/ijisrt/25jul1919
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
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Abstract :
The general objective was to investigate the relationship between board of governors’ contribution and learners’
academic performance in private secondary schools in Kyengera Town Council, Wakiso District, Uganda. The study was
guided by the following specific objectives; i) To find out the relationship between board of governors’ financial control and
learners’ academic performance, ii) To analyze the relationship between board of governors’ discipline regulation and
learners’ academic performance, and iii) To establish the relationship between board of governors’ curriculum
implementation supervision and learners’ academic performance in private secondary schools in Kyengera Town Council,
Wakiso District, Uganda. A descriptive and correlational research design guided the study with concentration on a
quantitative approach. A sample of 98 people including teachers and head teachers was considered. Correlation and
descriptive analysis methods were used to scrutinize the primary data collected. The study revealed that board of governors’
financial control has a very strong and positive significant association with learners’ academic performance in private
secondary schools in Kyengera Town Council, Wakiso District, Uganda. In addition, the study revealed that board of
governors’ discipline regulation has a strong and positive significant association with learners’ academic performance in
private secondary schools in Kyengera Town Council, Wakiso District, Uganda. Further, the study revealed that board of
governors’ curriculum implementation supervision has a strong and positive significant association with learners’ academic
performance in private secondary schools in Kyengera Town Council, Wakiso District, Uganda. The study concludes that
board of governors’ contribution in terms of financial control, discipline regulation, and curriculum implementation
supervision has a positive and statistically significant association with learners’ academic performance in that an
improvement in the various board of governors’ contributions leads to improved learners’ academic performance in private
secondary schools in Kyengera Town Council, Wakiso District. The study recommends that schools should establish clear
financial policies and procedures for budgeting, procurement, expenditure, and reporting, and also all financial transactions
should be properly documented and audited as this builds trust and ensures that resources are not misused, but instead are
directed towards learning materials, infrastructure, and academic programs that support student achievement resultantly
enhancing learners’ academic performance in private secondary schools in Kyengera Town Council, Wakiso District.
Keywords :
Board of Governors’ Contribution, Financial Control, Discipline Regulation, Curriculum Implementation Supervision, and Learners’ Academic Performance.
The general objective was to investigate the relationship between board of governors’ contribution and learners’
academic performance in private secondary schools in Kyengera Town Council, Wakiso District, Uganda. The study was
guided by the following specific objectives; i) To find out the relationship between board of governors’ financial control and
learners’ academic performance, ii) To analyze the relationship between board of governors’ discipline regulation and
learners’ academic performance, and iii) To establish the relationship between board of governors’ curriculum
implementation supervision and learners’ academic performance in private secondary schools in Kyengera Town Council,
Wakiso District, Uganda. A descriptive and correlational research design guided the study with concentration on a
quantitative approach. A sample of 98 people including teachers and head teachers was considered. Correlation and
descriptive analysis methods were used to scrutinize the primary data collected. The study revealed that board of governors’
financial control has a very strong and positive significant association with learners’ academic performance in private
secondary schools in Kyengera Town Council, Wakiso District, Uganda. In addition, the study revealed that board of
governors’ discipline regulation has a strong and positive significant association with learners’ academic performance in
private secondary schools in Kyengera Town Council, Wakiso District, Uganda. Further, the study revealed that board of
governors’ curriculum implementation supervision has a strong and positive significant association with learners’ academic
performance in private secondary schools in Kyengera Town Council, Wakiso District, Uganda. The study concludes that
board of governors’ contribution in terms of financial control, discipline regulation, and curriculum implementation
supervision has a positive and statistically significant association with learners’ academic performance in that an
improvement in the various board of governors’ contributions leads to improved learners’ academic performance in private
secondary schools in Kyengera Town Council, Wakiso District. The study recommends that schools should establish clear
financial policies and procedures for budgeting, procurement, expenditure, and reporting, and also all financial transactions
should be properly documented and audited as this builds trust and ensures that resources are not misused, but instead are
directed towards learning materials, infrastructure, and academic programs that support student achievement resultantly
enhancing learners’ academic performance in private secondary schools in Kyengera Town Council, Wakiso District.
Keywords :
Board of Governors’ Contribution, Financial Control, Discipline Regulation, Curriculum Implementation Supervision, and Learners’ Academic Performance.
