Financing of church-founded secondary schools in Uganda and its implications for their school effectiveness: a case of Kampala archdiocese, Mukono and Namirembe dioceses

Abstract

The study examined the financing of church-founded secondary schools in Uganda and its implications for their educational effectiveness using Kampala, Mukono and Namirembe dioceses as case studies. It answered questionsons about; the sources of financing, financial resource allocation modalities, and the possible alternative financing mechanisms that can be adopted by church-founded secondary schools in Uganda. The study was underpinned by Von Bertalanffy in (1959) & Armstrong, (2009) systems theory. The systems theory was complimented by Rutter’s (1979) school effectiveness model and the implied human capital theory. The model provides parameters for measuring school effectiveness namely: the quality/nature of; school facilities and equipment’s, implicit and explicit financial support, qualified teaching and non-teaching staff, school leadership, school climate, the financial allocations to learning activities and experiences. The study adopted a cross-sectional survey design which enabled the utilisation of both quantitative and qualitative research approaches. The study population and samples were drawn from the secondary school stakeholders in the three denominational ecclesiastical provinces of Kampala, Namirembe and Mukono dioceses, selected using simple random and purposive sampling techniques. The study used the self-administered questionnaires, interview guides and group interview guides to gather the sought data. The following revelations and conclusions were drawn: It was revealed that the key sources of income for most church-founded secondary schools in Kampala, Mukono and Namirembe dioceses includes: government subvention funds, students’ tuition and donations from church secured donors. It was also revealed that most of the income of the go to: staff salaries, welfare and remuneration. Another go to tithe, government taxes and purchase of scholastic materials and financing of the school recurrent costs. It was also revealed that there are many potential alternative sources of income for the schools: such as: sell of agriculture produce since many of these schools are seated on large pieces of land. The funding models in most of the schools have not been enabling them to effectively carry out their mandates of providing quality academic services and as evangelisation grounds for the respective denominational bodies. The study recommends that whereas there is evidence of past stable sources of income enjoyed by some church-founded schools, there is an imperative for their respective leadership to become more innovative, given the occurrence of educational shocks such as Covid-19 lock down when almost all possible conventional sources of income waned. There is also a need to come up with a model which accommodates saving and purchase of treasury bills which could be sold and the proceeds used in times of adversity.