An Examination of Teachers Perceptions of Stakeholders Involvement in School Improvement Planning: The Case of Uganda

Abstract

This paper reports on findings about the involvement of stakeholders in school improvement planning (SIP) in primary schools based on the perceptions and experiences of teachers; and proposes recommendations for improving their participation. The stakeholders include the head teachers, school management committee (SMC), teachers, inspectors of schools, pupils, and the community. A mixed methods approach involving survey and interviews was utilised to address research questions. The findings show that the levels of involvement of different actors vary according to school contexts and socio political climate. Whereas the pupils are never or rarely involved in improvement planning; the head teachers, SMC, teachers, inspectors of schools, and the community are always involved in varying degrees. The three major levels of involvement include sharing information, consultations and actual participation. Participation in SIP takes different forms including provision of labour, fundraising, attending school functions and meetings, visiting children at school, and contributing funds. The involvement of stakeholders in SIP is limited by illiteracy, community apathy, personal attitude, ignorance, political interference, and lack of training. The district education department and school management need to design strategies to improve involvement of stakeholders in SIP, and support supervision services.