Factors affecting internal efficiency of Government-aided Primary schools in Nakasongola District

Abstract

This study was carried out to establish the factors affecting the internal efficiency of government-aided primary schools in Nakasongola District. It was prompted by media and institutional reports indicating an increase in the number of pupils who were dropping out of the government aided primary schools and some repeating classes in Nakasongola primary schools. The researcher thought this was an indicator of schools’ internal inefficiency; thus setting the stage for the study. The study used a cross sectional- sample survey design biased towards the quantitative research paradigm. Data were collected from 249 teachers spread in 40 primary schools and five cluster tutors using self-administered questionnaires and interview guide respectively. Data were analysed using descriptive statistics and the Pearson correlation techniques as provided by the SPSS program. Several key findings were made. First, the study revealed very high rates of school dropout and repetitions amongst the pupils in Nakasongola primary schools. Second, it was established that there were unfavourable institutional factors, unfavourable characteristic of children enrolled in the schools and location factors. Therefore the researcher concluded from the findings that: one, there is a significant positive relationship between institutional factors, characteristics of individual children enrolled and location factors and the internal efficiency of government-aided primary schools in Nakasongola district. The study thus recommended that head teachers and teachers should carry out their duties effectively by avoiding absenteeism; teachers marking and correcting pupils’ work in class; and using pupil-centred methods to enhance internal efficiency. Besides, the schools should provide adequate teaching and learning materials; standardise the entry requirements for pupils joining school and finally the local government should rationally distribute and allocate schools to enable easy accessibility by pupils.