Budget management and students' academic performance of government aided Universal Secondary Schools in Uganda: A case study of Lyantonde Secondary Schools

Abstract

The study examined the effect of budget management on students’ academic performance of government aided universal secondary schools in Uganda; with a special focus on Lyantonde USE secondary schools. Specific objectives included; assessing the effect of budget planning on students’ academic performance; assessing the effect of budget staffing on students’ academic performance and establishing the effect of budget expenditure on students’ academic performance, in Lyantonde USE schools. A cross sectional survey was adopted and supplemented using both qualitative and quantitative approaches. Survey and interview methods were used with a questionnaire and interview guide in data collection. A total number of 283 study elements were identified where 241 respondents formed a sample size. A response rate of 70.0% was obtained. Findings included a positive significant effect of budget planning, budget staffing and budget expenditure on students’ academic performance. The study concludes that; delayed budget planning negatively affects students’ academic performance while poorly designed budget strategies lead to poor academic performances and well-designed budget guidelines, better budget objectives and action plans. In addition, staff with budget skills, abilities and competences actively engaged in budget exercise. Furthermore, misappropriation of funds and failed accountability would negatively affect budget activities, while teacher rewards were inadequate. Recommendations include; actively engaging all stakeholders; the need to review obsolete budget guidelines; need for capacity building and stakeholders needed to comply with school financial guidelines and procedures; create agriculture Farm SACCOs to boast their welfare. Lastly, school staff who fail to account for USE funds advanced to them should expect recovery from their monthly earnings.