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Exploratory factor analysis of stakeholders’ participation in school management and the enhancement of learners’ academic achievement in public secondary schools in Uganda

The study reported in this chapter aimed to validate three dimensions (school improvement planning, budgeting process, and coordinating the academic activities) of Ayeni & Ibukun’s widely used school-based management model (Ayeni & Ibukun, 2013; The Republic of Uganda Education Service Commission, 2008) for the enhancement of learners’ academic achievement (Figure 1). Specifically, the study sought to answer the research question, ‘What are the underlying structures within each discrete domain – planning, budgeting, and coordinating the academic activities – of the school-based management model that support stakeholders’ participation in school management to enhance learners’ academic achievement in public secondary schools?’

Uploaded by: Maretha Allwright
Author: Nakiyaga, Dorothy | ORCID: https://orcid.org/0000-0003-2669-7777
Co-author: Serem, David
Co-author: Namubiru Ssentamu, Proscovia | ORCID: https://orcid.org/0000-0003-4853-3968
Co-author: Boit, John
Institution: Uganda Management Institute | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Type: Chapter in book | English | Peer Reviewed
Subjects: Education

Published in: Education research in African context: traditions and new beginnings for knowledge and impact. ISBN: 978-1-0672535-0-9 (paper), EISBN: 978-1-0672535-1-6 (eBook), EISBN: 978-1-0672535-2-3 (ePub) | Chapter 7
Publisher of document: Somerset West, Cape Town: African Minds
Date: 2024 | Pages: 94 - 117
https://www.africanminds.co.za/education-research/
Copyright: © 2024 African Minds | License: Open Access: CC BY 4.0