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COMMUNITY PARTICIPATION AND MANAGEMENT OF MUSLIM FOUNDED SECONDARY SCHOOLS IN MBALE CITY, EASTERN UGANDA
ABSTRACT
The study examined the relationship between community participation and management of the Muslim founded secondary schools in Mbale City, Eastern Uganda. The study research objective was to examine the relationship between resource mobilization and management of Muslim Founded Secondary School in Mbale City. The study adopted a mixed method paradigm adopting a cross-sectional survey where both qualitative and quantitative research approaches were used for purposes of triangulation. A correlation research design was also adopted to examine the relationship between variables. Research instruments included; questionnaires and interview guide. According to the research findings; a strong positive and significant influence was obtained on resource mobilization and Management of Muslim Founded Secondary School is represented as (r = .983, n= 290, P=0.01<.05). This meant that there is a strong positive and significant relationship between resource mobilization and Management of Muslim Founded Secondary School hence rejecting the null hypothesis. Through resource mobilization, schools function effectively, teachers are motivated to perform, classroom structures are built, classroom instructional materials like chalk, desks, tables are put in place to enable teaching and learning process which in the long run helps in ensuring effective management of Muslim Founded Secondary Schools. It was established that participation in school meetings creates harmony between parents, the school and the students. Meetings help in creating harmony and sharing of decisions and ideas in the way of helping to manage Muslim founded secondary schools in Mbale City. It is therefore concluded that resource mobilization, and participation in school meetings is statistically significant on management of Muslim Founded secondary Schools. It is recommended that Muslim Founded Secondary Schools need to create avenues for resources in schools as part of initiatives where management can always lobby funds that can help to run the schools and ensure proper management of Muslim founded school in Mbale City, there is further need for continued support by parents and guardians in ensuring payment of students’ needs at Muslim Founded Schools to increase the effectiveness and efficiency in the management of Muslim Founded Secondary schools
Introduction
Management of Muslim founded school movement was introduced after World War II and was modeled on the American “Parent-Teacher Association” concept, with parents working with schools to enrich life for the students. In United States of America, most public, private elementary and middle schools have several school management bodies (PTA and SMC); however, parents are not fully involved and all things are out of the control of teachers, this is perhaps the most frustrating way of working in education institutions Ballantine (2010).
In United Kingdom, Governing bodies are constituted to be part of the stakeholder’s model, with various stakeholder groups represented on the governing body –for example, staff, parents, the local authority, and the local community. In addition, the governing bodies of public funded schools in England face a number of substantive challenges of various kinds. Many of the challenges are long-standing, while others relate to the current context of school management. The challenges result from both policy imperatives, management, procedural imperatives which school management bodies have failed to address.
Following the World Forum on Education for All (EFA) of 1990, in Jomtien, Thailand and the signing of the Dakar Framework for Action in Dakar, Senegal, in 2000, community participation in education became an educational development agenda of countries of the developing world (Bray, 2001). This trend was associated with national decision-makers desire to change the pattern of education control and provision, and interests of donors of education about how and where to spend aid money. The argument was that “those closest to the schools were in a better position to make more responsive and relevant decisions about how teachers, headmasters, and schools should operate to best serve the needs of local children (Chapman, et al (2012). The devolution of power and financial responsibility to the local was to promote the locals’ participation in their local educational affairs and improve accountability on schools and teacher demand for education and sense of community ownership (Watt, 2011).
In Africa, many countries such as Nigeria, Kenya and Tanzania, the management of schools has been decentralized placing more of the responsibility for school education on the community (Bisschoff and Mestry, 2005). In South Africa, responsibility has been decentralized to School Governing Boards (SGB’s) which now have to take a leading role; within the framework of the policies of the governance of schools. The SGBs are mandated to ensure the functionality of the school in areas of administration, staffing and facilities to enable the teaching and learning process. The National Department of Education introduced a new national curriculum called Curriculum 2005 which was based on the ideals of lifelong learning for all South Africans and aims at equipping all learners with knowledge, skills and competencies needed outside the world of schools. To achieve this, educators, the state and the community were to take major responsibility in ‘helping to determine how learners should be prepared for adult life, including the world of work’. The partnership envisaged in this regard calls for a closer cooperation between the management of schools and the community.
The essence of the community in the participation of education management is therefore of paramount importance. It is assumed that such community effort will bring about changes. In Nigeria, government has formulated policies and program to encourage the Muslim community participation in school programs but this has not been fully realized as certain reluctance remains among some Muslim parents which frustrate the entire systems on the whole Fafunnwa (2013) Whereas as the Quran explicitly encourages the gaining of knowledge and education as well as the value of learning from experience. Muslim parents have not embraced the value of education as far as involvement in school programs is concerned Fafunnwa (2013).
In Uganda, educational marginalization is the major factor for the social, cultural, economic, and political backwardness of communities. It is an open secret that literacy and educational levels of Muslims are far below that of their Christian counterparts Bray and Mark (2011). As a social process, the notion of educational marginalization is in reference to a situation where a certain section of the population is educationally relegated to the fringes or margins of the society (Abidi, 2015). In secondary schools, Parent Teachers Association (PTAs) bring community and school administrators together to look at more than just teaching and learning, but also how schools are managed, teachers are selected and monitored to ensure quality education. Therefore, schools being an open system, all people in the community have to contribute to the success and safety of the children, more especially, parents should get involved in their children’s education and should work closely with the school to cause a remarkable impact on the achievement in education of their children. Unfortunately, this is short lived as parents’ participation and involvement in the school affair is low, according to minutes taken on the 15th April, 2019, there is limited compliance by parents to intervene in meetings, uncalled for attitude on the decision between the parents, the school management and the community, misconception and failure to agree on matters affecting the school Bray and Mark (2011). It is upon this background that the researcher seeks to example the relationship between community participation and management of the Muslim founded secondary schools in Mbale City, Eastern Uganda.
Ideally, the management of Muslim founded secondary schools in Mbale City are mandated to ensure academic excellence through proper planning, supervision and policy formulation of school programs. This is aimed at ensuring that there is proper school functioning and facilitation of school activities and programs.
Whereas this is expected, what is on ground is appalling, there is limited efforts by management of Muslim founded schools to ensure adequate planning for resource mobilization, there is weak mediation between the community and management of the Muslim founded schools to source for learners’ support in terms of scholastic and instructional materials, weak policies, limited supervision and coordination of the community to ensure participation in school meetings which seems to affect management of Muslim Founded schools, this is based on the Headteachers’ school monitoring report (2018-2019). It was further noted that because of the little or no interventions made by the Muslim founded schools to overcome such weakness, it has escalated Muslims schools not functioning well. It is upon this background that the researcher seeks to examine the relationship between community participation and management of the Muslim founded secondary schools in Mbale City, Eastern Uganda.
The purpose of the study
To examine the relationship between community participation and management of the Muslim founded secondary schools in Mbale City, Eastern Uganda.
To examine the relationship between resource mobilization and management of Muslim Founded Secondary School in Mbale City.
Hypothesis
The study tested the following null hypothesis;
H01: There is no statistically significant relationship between resource mobilization and management of Muslim Founded Secondary School in Mbale City?
The study examined the relationship between community participation and management of the Muslim founded secondary schools in Mbale City, Eastern Uganda with focus on resource mobilization, on the management of Muslim Founded Secondary School in Mbale City.
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It is hoped that;
The study may inform / enlighten / create awareness of community participation in the management of Muslim founded secondary schools in Mbale city to create a platform where communities become fully engaged to coordinate school activities to enhance / improve academic performance and general school progress in Muslim founded secondary school.
The study may encourage administrators of Muslim founded schools to encourage parents / caretakers / guardians and the entire community through PTA and SMCs to engage in school programs for better academic excellence of pupils.
The study may encourage administrators and SMCs in Muslim founded secondary schools to actively engage the community in school programs through PTA meetings, sports days and visitation days to enhance and promote school programs.
The findings of the study may help future researchers to conduct more similar studies basing on the recommendations and suggested areas for further research.
The study was guided by the System Theory proposed by Lugwig Von Bertalanffy (1968). According to the theory “a system is essentially an assemblage of things interconnected or interdependent to form a complex unit”. Igwe (2017) observes that for any object to be considered as a system, it must possess a level of integrity with a knowable structure or logically arranged parts; such parts or elements must interrelate in a certain law governed manner to fulfill a purpose or produce an order outcome- a result which is far more than the mere sum of independent elements: and all this in the context of an environment of which it is a subordinate component.
This study was guided by the System Theory because schools are open systems operating in environment where the teaching/learning process is looked at as a process used to transform inputs (pupils) into outputs (graduates).
According to Hanson (2018), a school system is made of subsystems such as pupils, teachers, principals, central office administrators, parents, and the community which in this case is the Muslim community. The Muslim community, being an important component of the Muslim founded education system is mandated to involve in education and provider school materials for their children, control the materials supplied to pupils by school, and monitor homework assigned to pupils. The function of Muslim communities in Muslim founded schools may include participating in meetings with educators, playing a considerable role in decision-making, supporting the school in various ways, and giving monetary incentives to teachers to enable effectiveness of the system.
According to Michael and Marquardt (2012), a school system is composed of five subsystems: (1) learning (2) organization (3) people (4) knowledge (5) technology. He insisted that the five subsystems should support, strengthen and rejuvenate one another for power to thrive within the system.
The subsystem includes teachers, administrators, pupils, parents, and community. Pupils’ academic quality is the most relevant indicator of the achievement of educational system goals; and parents are subsystems that help much in attaining those goals. When the subsystem parents encourage the subsystem pupils in their learning process; the outcome is that there is pupils’ academic performance.
The two subsystems have different functions but interrelate to attain the goals of the school system as a whole; hence, community participation influences the management of Muslim founded secondary schools. The theory is relevant for the current study because head teachers establish a sense of authority in schools from which management is centered to coordinate other stakeholder like teachers, students and parents to ensure effectiveness in management.
The theory also supports the notion that the any behavioral and emotional problem of the students in the system (school system) can be seen as an indication of dysfunction of the school and this as a result causes mismanagement. This means that schools through the management ought to have better managerial practices that are aimed at ensuring organizational efficiency. Despite being well suited for the needs of the current study, the System Theory is not free of criticism. Some of the criticisms include;
- The theory is criticized for not giving authority to other stakeholders such as the parents to take decisions and ensure they are implemented in the school systems. The supreme power in this case, is in the hands of the Board of Muslim founded schools headed by the head teacher.
The Concept of Management of Muslim Founded Schools
Management is the process of planning, organizing, directing, controlling and evaluating to accomplish predetermined objectives of an institution through coordinated use of human and material resources. It is the Art/Science of getting work done with the help of other people within the given budget, within the given deadlines, whereas management is the heart and science of decision making and leadership (Grauwe, 2005). According to Haddad and Demsky (2008), education is the provision of a series of learning experiences to students in order to impart knowledge, values, attitudes and skills with the ultimate aim of making them productive members of society. Policy at the national level focuses on social, economic and cultural development. The best means to achieve the development in these spheres is through human resource development and Education. There has been tremendous advance in the field of technology, but this is made available to society only through education. The field of education is expected to provide society with human resources which have specialized knowledge, attitudes, work ethics, social, moral & political values and skills so as to sustain and enhance the expected development of the nation. Thus, education has to make its curriculum more relevant to life and needs of a changing society in an effective and efficient manner so that it can contribute towards accomplishment of national development goals. Education must also enable students to bring about desirable social change and at the same time preserve desirable and positive aspects of existing culture.
According to Haddad and Demsky (2008), the objectives of educational management in an institution are: to develop an understanding of the concept of educational management, to develop an understanding of the various functions of an educational institution, to develop an understanding of the roles and functions of an educational manager, to develop an understanding of the essential components of democratic classroom management, to develop an awareness of the various structure/levels of educational management, to develop an awareness of the characteristics of quality institutions, to sensitizes the students towards effective management of human and material resources, and to develop an appreciation of the role of various administrative authorities in maintaining quality of educational institutions. Education in the context of this study is important for it enables administration to ensure preparation and management of schools.
Empirical Review
Resource Mobilization and Management of Muslim Founded Secondary School
According to Okwor (2018), a new study carried out in Igbo States Nigeria shows that the participation of the community matters more for performance and management of schools, but does not mean only going to PTA meetings. Community participation according to Okwor (2018); shows that community participation includes general supervision of student’s learning activities; meeting with teachers; developing and maintaining communication with the students about school activities and helping the students develop reading habits; checking homework; attending school meetings and events; discussing school activities at home and above all resource mobilization.
Parental participation in the said activities have more powerful influence on the management of Muslim Founded schools.
Efforts put forth by the community for meeting with the management has bigger impact on their student’s educational achievement than the effort expended by their teachers or the students themselves. Whereas Okwor (2018) carried out their study in Nigeria, they did not specify the methodology used for their study hence created a methodological gap.
Namugere (2013) investigated on the role of foundation bodies in the management of Muslim founded secondary schools in Mbale District and found that some members of the foundation body had failed to perform their duties as stipulated in the Education Act of 2008. The study used a cross-sectional research design where both qualitative and quantitative methods were used, key respondents in the study included teachers, head teachers, parents and students. The study found that foundation body had high influence on the maintenance of school discipline and school policies and a moderate influence on the maintenance of the school curriculum. This study recommended that the foundation body should improve on their guidance and counseling to staff members so as to promote the core values and norms for which these schools were established and that UMEA would strengthen the inspectorate so as to obtain regular and timely reports on what goes on in these schools. Foundations body really controls school activities and in most cases is just summoned by head teachers when the funds from the ministry have been received for purpose of signatures. This phenomenon accounts for a significant influence of foundation bodies on management of schools. This study however looked at the role of foundation bodies on management of Muslim Founded schools excluding resource mobilization which hence leaves a content gap in the study which underpins the current study.
UNICEF (2012) in its report on public finance in East Asia identified a number of bottlenecks in mobilization and allocation of resources which included a lack of clear standards for schools and classrooms, insufficient understanding and monitoring of the relationship between quality inputs and outcomes. This report recommended schools that don’t meet standards should receive more funding in order to address factors contributing to the disparity. This report further suggested the need for schools to identify key performance indicators so that schools can link budget allocations and outcomes and to strengthen EMIS and human capacity to better measure inputs and outputs. It is important that the challenges faced by principals are identified; those that have been resolved and those that remain unresolved so that action measures may be taken to overcome them and improve on resource mobilization and prioritize resource allocation in order to improve on performance. A similar study was needed to be carried out in Muslim founded secondary schools in Mbale City in order to provide solutions of challenges related to mobilization of resources that have remained unresolved.
According to SEDL (2013) study on resource allocation and management of schools, it was noted that, resource allocation in improved schools involves a process in which funds, time, staff and other resources are divided among competing needs often creating inequalities. In the study, teachers and administrators indicated that a number of allocation challenges were resolvable like the need to build staff capacity.
However, other barriers and challenges remained unresolved and negatively impacted the ability of schools to effectively allocate resources to support performance and management. They included unexpected fluctuations in fund sources, increased time demands on staff and unsupported school programs.
This study further recommended that schools should consider allocation and application of fiscal and non-fiscal resources as an integral part of the education reform process as this would enhance and support student gains hence improve management of Muslim Founded Secondary schools. However, the SELD study did not specify the methods of data collections used which underpins the current study.
Zarumi (2015) investigated the effectiveness of the role of Parents’ Teachers’ Association in the management of secondary schools in Nakaloke Sub County, Mbale District and observed that PTA’s role in school management included planning, resource fundraising and policy making. The study used a descriptive research design where only qualitative approaches were used. Questionnaires and interview guide were used to compile information from parents, teachers and head teachers. However, the study results revealed that PTA does not fully participate in the school management process of secondary schools for instance there was minimal planning of how students are to be taught and that PTAs involvement in the day-to-day school activities was very low. The study recommended that PTA needs to be fully involved in the school management process so as to supplement government and teachers; efforts for school goals to be attained.
Birger (2011) asserts that, more attention should be paid to allocating education aid more strategically for institutional development and that the international aid community needs to launch a proactive process to promote more evidence – based allocation and use of education aid to enhance the national and global education outcomes. This suggests that internationally, educational institutions do not have sufficient funds to run the activities of the schools and as such institutions need to find alternatives means of filling the gap created.
It is therefore paramount for the foundation body as one of the stakeholders to play a key role in the mobilization of resources to help in the implementation of school programmes. Whereas, Birger (2011)’s study focused on the reasons for PTA involvement, the current study seeks to examine the relationship between resource mobilization and management of Muslim founded secondary schools, this left a content gap for the study.
Okwor (2018), carried out a study to investigate the influence the resource mobilization skills of principals and their administrative effectiveness in Ikom Education Zone of Cross River State, Nigeria. Five (5) null hypotheses derived from the research questions was posed to guide the study. Survey design was adopted for the study while purposive sampling technique was used to draw a sample size of eighty-six (86) principals in the 86 public secondary schools. Data collected was coded and analyzed using One-Way Analysis of Variance (ANOVA).
The result of the study revealed a significant influence of financial resource, work environment, physical facilities and library resource on their administrative effectiveness than those who lowly mobilized them. It was recommended that the Ministry of Education, State Education Board, principals and other educational stakeholders should ensure that sufficient human resource, funds, conducive work environment, enough physical facilities and well-equipped libraries be provided to ensure administrative effectiveness of principals in the secondary schools.
A mixed method paradigm adopting a cross-sectional survey design to gather information or data from respondents about a specific situation, subject, behavior, or phenomenon at the same time (Amin 2005). This design was appropriate because the researcher gathers data from various samples of population from different places across the same period. A cross-sectional survey is where both qualitative and quantitative methods were used for purposes of triangulation. The qualitative approach enabled the researcher to acquire in depth knowledge and analysis of the problem under investigation, while the quantitative approach was useful for generating frequencies, percentages and summary tables that were used to present the data numerically and the use of SPSS were incorporated to examine the relation between variables. The use of triangulation was important for accuracy and reduction of the inherent biases if only one approach is relied upon (Amin, 2005).
In the presentation of data, analysis and discussion of the findings of the study. This was done according to the objectives of the study. The researcher used frequency distribution tables in presenting the data and use of short quotations in support of the qualitative data. Pearson Moment correlation coefficient was used to establish the relationship between Community Participation and Management of Muslim founded Secondary Schools in Mbale city, Eastern Uganda.
Demographic Features of the Respondents
This section discussed the background information of the respondents (Teachers and Members of the Muslim Community) who were relevant to the study. A case in point is age bracket, gender, working experience and highest level of respondents were of great relevance to the study. Their analysis was done in frequencies and percentages which are presented in tables as follows:-
Distribution of Respondents by Age bracket
Respondents were asked about their age brackets and the responses that were obtained are reflected in table 4.1.
Table 4.1: Distribution of Respondents by Age bracket
| Frequency | Percent | ||
| 21-30 years | 40.6 | 14.0 | |
| 31-40 years | 140.4 | 48.4 | |
| 41-50 years | 62.4 | 21.5 | |
| 51+ years | 46.7 | 16.1 | |
| Total | 290 | 100.0 | |
Source: Field Data (2024)
Table 4.1 shows the age bracket of respondents, 40.6(14.0%) were 21-30 years, 140.4(48.4%) were 31-40 years, 62.4(21.5%) were 41-50 years whereas 46.7(16.1%) were 51 years +. It was established that majority of the respondents were 31-41 years. It was established that all respondents were mature enough and relevant to the study, the information they provided was reliable which hence helped to enrich the study.
Distribution of Respondents by Gender
This meant identifying the number of male and female respondents who took part in the study. Their responses were as follows in table 4.2.
Table 4.2: Distribution of Respondents by Gender
| Frequency | Percent | ||||
| Male | 165.3 | 57.0 | |||
| Female | 124.7 | 43.0 | |||
| Total | 290 | 100.0 | |||
Source: Field Data (2024)
In reference to table 4.2, 165.3(57.0%) of the respondents were male while 124.7(43.0%) were female. It was noted that majority of the respondents were male, this implied that the male appeared to be available, approachable and welcoming as compared to the female respondents. In addition, the males actively and voluntarily participated in the study as compared to the female respondents.
Gender was relevant in this study because it was important to identify the various views of both male and female respondents.
Distribution of Respondents by Work Experience
This meant the period of time spent by the teacher in education Services. Respondents were asked about their working experience and their responses were as follows in table 4.3.
Table 4.3: Distribution of Respondents by Work Experience
| Frequency | Percent | ||||
| 0-3 years | 16.2 | 8.1 | |||
| 4-7 years | 62.4 | 31.2 | |||
| 8-11 years | 69.8 | 34.9 | |||
| 12-15 years | 43 | 21.5 | |||
| 16 years and above | 8.6 | 4.3 | |||
| Total | 200 | 100.0 | |||
Source: Field Data (2024)
In reference to the table 4.3: it was noted that 16.2(8.1%) of the respondents served for 0-3 years, 62.4(31.2%) for 4-7 years, 69.8(34.9%) years whereas 43(21.5%) had served for 12-15 years of service, it was noted that 8.6(4.3%) had served for 16 years and above. Findings indicated that almost all the teachers had the experience in the education service hence their views and opinions were pertinent to the study.
Highest Level of Education
The researcher was interested in understanding the level of education of respondents; their responses were as follows as discussed.
Table 4.4: Highest Level of Education
| Frequency | Percent | ||
| Diploma | 00 | 00.0 | |
| Bachelors’ Degree | 179.6 | 89.8 | |
| Masters’ Degree | 20.4 | 10.2 | |
| Total | 200 | 100.0 | |
Source: Field Data (2024)
According to the findings in table 4.4, 00(00.0%) were of Diploma Level of Education whereas 179.6(89.8%) were of Bachelor’s Degree while 20.4(10.2%) were Masters’ Level students. It was noted that majority of the respondents were of Bachelors Level of Education. They qualify as secondary school teachers with knowledge and experience to impart on students in secondary schools. Education level of respondents was relevant for such a study to determine the relationship between Community Participation and Management of Muslim founded Secondary Schools in Mbale city, Eastern Uganda.
Hypothesis H01: There is no Significant relationship between Resource Mobilization and Management of Muslim Founded Secondary Schools in Mbale City.
Fundraising is carried out for the good of the school.
This meant the process of mobilizing funds to enable facilitation of school activities. Respondents were asked whether fundraising is carried out for the good of the school and their responses were as follows;
Table 4.5: Fundraising is carried out for the good of the school.
| Frequency | Percent | ||||
| Always | 98.3 | 33.9 | |||
| Sometimes | 85.8 | 29.6 | |||
| When necessary | 38.9 | 13.4 | |||
| Don’t use | 66.9 | 23.1 | |||
| Total | 290 | 100.0 | |||
Source: Field Data (2024)
According to table 4.5, fundraising is carried out for the good of the school. According to the researcher’s findings, 98.3(33.9%) of the respondents said always, 85.8(29.6%) said sometimes, 38.9(13.4%) said when necessary whereas 66.9(23.1%) said don’t use respectively. Research findings indicated that fundraising is always carried out for the good of the school. It is aimed at encouraging the community through parents and well wishers to raise money to develop the school and create a sound academic environment for the students.
In an interview with the Head teacher of school C, He said; “resource mobilization is carried out to seek for financial support, community is very important in the development of the school because it is where children come from and it is where all the financial needs come from to enable the management of the school. Therefore mutual understanding between the community and the school is of great importance.
The Head teacher of my school mobilizes funds through PTA
Respondents were asked whether the head teacher of my school mobilizes funds through PTA and their response s were as follows.
Table 4.6: The Head teacher of my school mobilizes funds through PTA
| Frequency | Percent | ||||
| Always | 82.6 | 28.5 | |||
| Sometimes | 78.01 | 26.9 | |||
| When necessary | 88.7 | 30.6 | |||
| Don’t use | 40.6 | 14.0 | |||
| Total | 290 | 100.0 | |||
Source: Field Data (2024)
According to table 4.6, the Head teacher of my school mobilizes funds through PTA. Study findings in reference to table 4.6 show that 82.6(28.5%) of the respondents said always whereas 78.01(26.9%) said sometimes, 88.7(30.6%) said when necessary while 40.6(14.0%) said don’t use respectively, it was noted that Muslim schools mobilize funds through PTA when necessary. It was noted that PTA being a foundation body in a school is charged with the obligation of ensuring that students attend school, enhance the relationship with the parents and the teachers; ensure effective parental participation among other obligations. It is also their responsibility of the PTA to always ensure order, supervision, and coordination of school activities for an effective academic Excellency.
In an interview, the head teacher of school B noted that; “PTA is important in the affairs of the school; it helps in decision making, enhances participation and involvement which greatly helps in the management of Muslim Founded School.”
Students in my School are sent home to Mobilize Development Fee for my School
This meant the process of sending students home to mobilize funds for the school. Respondents were asked whether students in my school are sent home to mobilize development fee for my school.
Table 4.7: Students in my School are sent home to Mobilize Development Fee for the School
| Frequency | Percent | ||
| Always | 99.7 | 34.4 | |
| Sometimes | 90.5 | 31.2 | |
| When necessary | 78.0 | 26.9 | |
| Don’t use | 21.7 | 7.5 | |
| Total | 290 | 100.0 | |
Source: Field Data (2024)
In reference to table 4.7, Students in my School are sent home to Mobilize Development Fee for the School. According to the researcher’s findings, 99.7(34.4%) of the respondents said always whereas 90.5(31.2%) said sometimes, 78.0(26.9%) said when necessary and 21.7(7.5%) said don’t use respectively, findings indicated that students in my school are always sent home to mobilize development fee for the school. According to the findings, it is one way / approach exercised by schools to lobby resources for the school to ensure facilitation of academic activities. It was found out that some parents always act whenever students are sent home; it is one way according to the findings that schools express concern for the funds to ensure facilitation of activities at school.
Head teacher of school A notes that sometimes, certain measures are called for to ensure that finances are mobilized. This is because parents have often not complied to ensure they attend meetings at school, it is because of this that children are forced out of school to look for funds to run the school.
The Community Provides Funds for School Development
Respondents were asked whether the community provides funds for school development. Their response rate was as follows in table 4.8.
Table 4.8: The Community Provides Funds for School Development
| Frequency | Percent | ||||
| Always | 53.1 | 18.3 | |||
| Sometimes | 166.7 | 57.5 | |||
| When necessary | 40.6 | 14.0 | |||
| Don’t use | 29.6 | 10.2 | |||
| Total | 290 | 100.0 | |||
Source: Field Data (2024)
It was noted in table 4.8 that the community provides funds for school development. Study findings who that 53.1(18.3%) of the respondents said always whereas 166.7(57.5%) said sometimes, and 40.6(14.0%) said when necessary while 29.6(10.2%) said don’t use respectively. It was found out majority of the respondents said that the community always provides funds for school development. This is done through ensuring payment of school fees, development fees and paying school requirements among other school needs for a child to learn. This in the long run has helped in the management of Muslim Founded Secondary Schools in Mbale City.
Meeting are Held in school to Mobilize Funds
This meant the gatherings, or a come together to ensure discussions are carried out for the betterment of the school activities. Respondents were asked whether meetings are held in school to mobilize funds in schools. Responses are indicated in the table 4.9.
Table 4.9: Meeting are Held in school to Mobilize Funds
| Frequency | Percent | ||
| Always | 87.3 | 30.1 | |
| Sometimes | 131.1 | 45.2 | |
| When necessary | 54.5 | 18.8 | |
| Don’t use | 17.1 | 5.9 | |
| Total | 290 | 100.0 | |
Source: Field Data (2024)
In reference to 4.9, Meeting are Held in school to Mobilize Funds. In reference to the table above, 87.3(30.1%) said always, 131.1(45.2%) of the respondents said sometimes whereas 54.5(18.8%) said when necessary, and 17.1(5.9%) said don’t use respectively. It was noted that majority of the respondents said meeting are always held in school to mobilize funds. It was noted there are various meetings that are convened at school to mobilize funds to enable facilitation of school activities. Among the most common commonly convened meeting include; PTA meetings, Visitation meetings and sports day meetings. These meetings according to the findings are aimed at making follow-ups, and ensuring parents compliance towards school programs to ensure academic progress however responding towards these meeting has witnessed low turn ups which often times affects the management of Muslim Founded Schools.
The Head teacher of my school lobbies for funds from well wisher
This meant contributions made towards the growth and development of the school. Respondents were asked whether the Head teacher of school’s lobbies funds from well wishers and their responses were presented in table 4.10.
Table 4.10: Head teacher of my school lobbies funds from well wisher
| Frequency | Percent | ||
| Always | 65.8 | 22.7 | |
| Sometimes | 54.9 | 18.6 | |
| When Necessary | 59.7 | 20.6 | |
| Don’t use | 9.28 | 3.2 | |
| Total | 290 | 100.0 | |
Source: Field Data (2024)
Study findings in 4.10 show that the head teacher of my school lobbies funds from well wisher. In regard to table 4.10, 66(22.7%) of the respondents said always, 54(18.6%) said sometimes, while 60(20.6%) said when necessary while 9.28(3.2%) said don’t use respectively. According to the findings, the school head teacher has the responsibility of ensuring the functionality of the school. It is his / her mandate to ensure lobbying for aid is carried out from well-wishers such as community-based organization, faith-based organizations, NGOs and Government to enable the functionality of the schools and to enhance the management of Muslim Founded Schools.
In an interview with the head teachers, “organizations such as CBO, FBO and UNICEF among other organization are always willing to provide help and support and these have on several given support for schools inform of books, pencils, pens among others forms of support.”
Table 4.11: The Pearson Product Moment Correlation Index obtained on Resource Mobilization and Management of Muslim Founded Secondary Schools.
| Resource Mobilization | Management of Muslim Founded Secondary School | ||
| Resource Mobilization | Pearson Correlation | 1 | .983** |
| Sig. (2-tailed) | .000 | ||
| N | 290 | 290 | |
| Management of Muslim Founded Secondary School | Pearson Correlation | .983** | 1 |
| Sig. (2-tailed) | .000 | ||
| N | 290 | 290 | |
| **. Correlation is significant at the 0.01 level (2-tailed). | |||
According to Table 4.11, the Pearson product moment correlation index obtained on resource mobilization and Management of Muslim Founded Secondary School is represented as (r = .983, n= 290, P=0.01<.05). This meant that there is a strong positive and significant relationship between resource mobilization and Management of Muslim Founded Secondary School hence rejecting the null hypothesis. This implied that resource mobilization plays an instrumental role in ensuring management of Muslim Founded Schools. In an interview with the head teacher, he said through resource mobilization, schools’ function effectively, teachers are motivated to perform, classroom structures are built, classroom instructional materials like chalk, desks, tables are put in place to enable teaching and learning process which in the long run helps in ensuring management of Muslim Founded Secondary Schools.
Discussion of Findings
Objective 1: Examine the Relationship Between Community Participation and Management of Muslim-Founded Secondary Schools in Mbale City, Eastern Uganda
Community Participation
The study found a notable relationship between community participation and the management of Muslim-founded secondary schools. Data indicated that community involvement is a pivotal factor in the operational success of these institutions. The findings underscored the importance of the community’s role, with respondents highlighting that their participation significantly influences the schools’ functionality.
Fundraising Activities
Fundraising was identified as a key aspect of community participation. According to Table 4.5, a significant portion of respondents (33.9%) stated that fundraising activities are always carried out for the benefit of the schools. This indicates a high level of community involvement in generating financial resources necessary for school development. Interview responses corroborated this, with head teachers emphasizing the crucial role of community-driven fundraising efforts in ensuring the schools’ sustainability and progress.
PTA Engagement
Parent-Teacher Associations (PTAs) were frequently mentioned as vital structures for resource mobilization and community engagement. Table 4.6 shows that a considerable number of respondents (28.5%) acknowledged that head teachers regularly mobilize funds through PTAs. This demonstrates that PTAs are instrumental in fostering community involvement and generating resources for school management.
Mobilization of Development Fees
Another significant finding was the practice of sending students home to mobilize development fees, as indicated in Table 4.7. A substantial percentage (34.4%) of respondents noted that this method is consistently used to gather funds. This practice underscores the community’s direct contribution to school funding, although it also highlights potential challenges, such as the financial burden on families and the disruption of students’ education.
Community Meetings
Community meetings were also identified as a frequent and effective strategy for mobilizing funds, with 30.1% of respondents (Table 4.9) indicating that such meetings are always held. These meetings serve as platforms for discussing financial needs, rallying support, and ensuring community members are informed and involved in school activities.
Objective 2: Examine the Relationship Between Resource Mobilization and Management of Muslim-Founded Secondary Schools in Mbale City
Resource Mobilization
The study established a strong positive correlation between resource mobilization and the management of Muslim-founded secondary schools. The Pearson Moment Correlation Coefficient indicated a significant relationship (r = .983, p < 0.01), affirming that effective resource mobilization is critical to the schools’ management and operational efficiency.
Contributions from Well-Wishers
The findings in Table 4.10 reveal that head teachers frequently lobby for funds from well-wishers and organizations, with 22.7% of respondents confirming this practice. Interviews with head teachers highlighted those contributions from community-based organizations (CBOs), faith-based organizations (FBOs), and non-governmental organizations (NGOs) are essential for acquiring educational materials and improving school infrastructure.
Impact of Resource Mobilization
The positive correlation between resource mobilization and school management underscores its impact. Effective mobilization efforts lead to better resource allocation, improved facilities, and enhanced motivation among teachers. This is consistent with qualitative data from interviews where head teachers described how resources obtained through mobilization efforts contribute to the schools’ overall management and educational outcomes.
Challenges in Resource Mobilization
Despite the positive impacts, the study also noted challenges associated with resource mobilization. The reliance on student-driven fee collection and the inconsistent attendance of community meetings point to potential areas for improvement. Developing more sustainable and less disruptive methods of fundraising could enhance the efficiency and equity of resource mobilization efforts.
Conclusion
The findings of this study highlight the integral role of community participation and resource mobilization in the management of Muslim-founded secondary schools in Mbale City. Community involvement through fundraising, PTAs, and meetings is crucial for generating the necessary resources for school management. Additionally, the strong positive correlation between resource mobilization and school management emphasizes the importance of sustained and effective resource mobilization strategies. Addressing challenges in these areas could further improve the management and educational outcomes of these schools.
Recommendations
In reference to study findings and conclusions of the study, the following recommendations are made in line with the major objective of the study:
It is recommended that there is need for continued support by parents and guardians in ensuring payment of students’ needs at Muslim Founded Schools to increase the effectiveness and efficiency in the management of Muslim Founded Secondary schools in Mbale City.
Muslim Founded Secondary Schools need to create avenues for resources in schools as part of initiatives where management can always lobby funds that can help to run the schools and ensure proper management of Muslim founded school in Mbale City. Such initiatives may include lobbying for government support, NGOs, FBO and creating entrepreneurship projects at school that are enterprising for the wellbeing of the school.
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