MANAGEMENT FUNCTIONS AND PUPILS’ ACADEMIC PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN ALEBTONG DISTRICT, UGANDA
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The study investigated the relationship between management functions and academic performance of pupils in Primary schools in Alebtong District, Uganda using three objectives namely to investigate the relationship between planning and pupils’ academic performance; to assess the degree of relationship between management controls and pupils’ academic performance and to examine the effect of parents’ involvement on the relationship between management function and pupils’ academic performance in Government aided Primary school in Alebtong District. A case study design was adopted complemented with both qualitative and quantitative approaches. The population of 76 was identified and 73 formed the sample size of respondents. A questionnaire, interview guide and documentary check list attached were the key instruments used to elicit information. The response rate of 96% was obtained. From the study, it was found out that planning (.640**), management control (.668**) and parental involvement (.654**) were key to improving pupils’ academic performance. From the study, it was concluded that planning is significantly and positively related to pupils’ academic performance; management controls are significantly and positively related to pupils’ academic performance and parental involvement has a significant positive effect on relationship trend towards pupils’ academic performance. The study recommendations included adopting a hybrid planning process to incorporate most key stakeholder views; formulate school task forces to benchmark school activities; supervisors should step up their supervisory roles based on school regulations and school administrations should ensure segregation of duties. In addition, school administrators should make use of effective mode of communication to update parents on their roles and school activities for instance sensitization, regular meetings or create parents contact database and use technology to routinely text local -English language message as a remainders and appreciation to parents for their increased role and elicitation of information on challenges parents face. This should be done to forge a better way to help future PLE candidates to improve the level of achievement in Literacy and Numeracy in the schools.