The Influence of School Board of Governors’ Roles and Instructional Resource Availability on Teachers’ Performance in the Busia District, Eastern Uganda Secondary Schools

Joseph Wandera, Charles Eryenyu, Dennis Zami Atibuni
Department of Education, Faculty of Science and Education,
Busitema University, Uganda
Email: wanderajoseph.oj@gmail.com

Abstract: This study explored the level of influence of school board roles and instructional resource availability on teachers’ performance in secondary schools in the Busia District. Employing a cross-sectional survey, 265 teachers were randomly selected, while six head teachers and six BOGs were purposefully selected as study participants. A self-administered questionnaire, an interview guide, and an observation checklist were used as data collection instruments. Quantitative data was analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), correlational analysis (Pearson product-moment correlation coefficient), and inferential statistics (linear regression analysis). Qualitative data were thematically analyzed and presented using an interpretative phenomenological approach. The results indicated that there was a moderate level of BOG performance in their roles (mean = 3.3019, SD = 1.36771), teacher performance was high (M = 68.82, SD = 1.99), and a considerable influence of BOG roles (β = 0.930, t = 14.368, p < .05) and instructional resource availability (β = 0.930, t = 14.368, p < .05) on teacher performance. The study also found that most of the private schools didn’t have functional BOGs and mainly relied on the Board of Directors, who made all decisions regarding school management. We argue that the commitment and performance of school managers accelerate the achievement of the institution’s vision, mission, goals, and values. Among other strategies, we recommend that school BOGs effectively play their roles in mobilizing, motivating, and focusing teachers to achieve the set goals.