Public Schools Research Articles

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

The Effects of Literature Circles on Students’ Reading Comprehension Skills

This experimental research study was conducted to determine the effects of literature circles on 2nd year baccalaureate students’ reading comprehension skills. The sample consisted of two classes of second year baccalaureate Arts stream students studying at the same public high school. The classes which were chosen for either the experimental and control group were pretested using a reading comprehension text test. The treatment lasted for a period of eight weeks. After the experiment, participants were then post-tested using the same test scale. Students who underwent the treatment (literature circles) were randomly assigned to groups of seven or eight students, and were given a role to assume and a short story to read. After reading the story independently and completing their role sheets, students discussed the story within their small groups. The data collected were subjected to descriptive and inferential statistical analyses. The results of the study indicated that there was a positive effect of literature circles on reading comprehension skills (summarizing, inferencing, and paraphrasing); the experimental group gained higher scores on the short answer-test compared to the control group. The results were interpreted using the t-test for independent samples. The t-test revealed that the difference between students who were exposed to the use of literature circles and those who were taught in the ordinary way was significant.

Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.

Investigating the role of an inquiry-based science lab on students’ scientific literacy

AbstractPromotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

Effective Teaching Methods in Physical Education Classes: A pilot study implementing a new survey for teachers

Physical education (PE) classes for children play a crucial role in promoting physical activity and healthy lifestyle. The PE in the Kosovo primary schools, together with its teaching and organizational issues have long been a key topic of political, sport and scientific debate. However, the various actions carried out so far have not been enough to recognize contents and methods of PE correctly oriented in an educational way. The aim of the study is to highlight the latest method and strategies of the teachers, and the new curriculum used in the field of PE for better learning and developing health among children through physical activity. The research involved (n = 100) PE teachers from Kosovo public schools. All teachers are from Kosovo primary schools, classes VI-IX, with an average of 16 years of work experience. Data was collected using questionnaire by an online survey. The learning methods mostly applied are: practical learning method (96%), teaching through lectures (79%), interactive method (72%), effective teaching method (66%), learning through certain goals (47%). The factors that influence the effective use of teaching strategies are: infrastructure and equipment (94%), teacher skills (89%), competitive activities among children (57%), and children’s desire for physical and sports activities (46%). The factors that can influence the increase in the effectiveness of teaching strategies are: the addition of teaching hours (92%) teacher trainings (84%) and curricular improvements (78%). Teaching methods help teachers to have an effective communication with students, clear instructions, demonstrations, and techniques being taught.

The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children

The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

The relevance of governance, external monitoring, and instructional quality to public-private school differences in student achievement in the Western Chitwan Valley of Nepal: An exploratory analysis

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing “institutional charters” of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students’ learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.

Use of Volunteer Teachers in Public Schools in The Djiri School District: Problems and Perspectives

This study aimed to understand why volunteer teachers from the Djiri inspectorate stopped classes at the end of each month. The objectives were to describe the experiences and financial impact on volunteer teachers, analyze the behavior of parents in fulfilling their contractual obligations with these teachers, and report on the contribution of volunteer teachers to children's education. The research involved 13 volunteer teachers, 28 educational supervisors, and 23 parents. Data were collected through interviews. All respondents indicated that the discontinuation of classes was due to non-payment of subsistence allowances by parents. To address this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.

Influence of Teacher Characteristics on the Implementation of Inclusive Education in Public Primary Schools in Bumula Sub-County, Kenya

Education has been, recognized as basic human right by many world societies. This includes persons having difficulties in education. In spite of this inclusivity of students living with disabilities in schooling is, faced with many challenges. This study therefore looked at the influence of teacher characteristics on the implementation of inclusive education in public primary schools in Bumula Sub-County. Classical liberal theory was, employed in this study since it advocates for equal opportunities to all people in the society. This study targeted total population of 20,125 people with and without disabilities from the 126 public primary schools practicing inclusivity in education. Using Morgan and Krejcie table the study sample size was 379 respondents. A descriptive survey design was embraced utilizing quantitative approaches. Data for this study was, acquired via questionnaires for teachers and learners. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS) version 26. The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The Coefficient of Determination (R square) stood at 0.758, which means that about 75.8% of the proportion of total variations in the implementation of inclusive education was explained by teacher characteristics. The coefficient (β = 0.261) for teacher characteristics was found to be statistically significant (t = 3.831, p = 0.002) at a 95% confidence level (α = 0.05), indicating a notable relationship with the implementation of inclusive education in public primary schools. This study advocates for a deeper exploration of school-based dynamics, aligning with classical Liberal Theory principles, to further bolster the adoption of inclusive education practices. The study recommends more pursuit of school-based dynamics as demonstrated in the Classical Liberal Theory to enhance implementation of inclusive education. Investors, management, government, researchers and academicians would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced implementation of inclusive education.

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

Beyond the discipline gap: the role of spectacular state violence in the discipline and punishment of Black and Indigenous children in US public schools

ABSTRACT Education research frequently measures and calls for an end to racial disparities in rates of US school discipline practices such as office referrals, suspension, and expulsion. This paper asks what a more expansive understanding of discipline can demonstrate about how schools discipline different students differently. Tracing the history of corporal punishment from Native boarding schools, through Ingraham v. Wright, to violent school policing and arrests today, the author finds that, because Black and Indigenous children can never be ‘normalized’ within white supremacist US schooling, the shift in disciplinary tactics that Foucault described never took place for these students and in fact, the functioning of normalizing school discipline for all depends on extraordinary, spectacular violence against the most marginalized. Rather than focusing on the discipline gap, education research must attend to the violence inherent in US schooling and seek to abolish it.

Multicultural integration and future pathways: an analysis of Chinese language education policies and practices in Philippine public secondary schools

ABSTRACT This paper examines the integration of Chinese language education within the Philippine public secondary school system, highlighting its role in promoting multicultural understanding and enhancing global competitiveness. Through a mixed-methods approach, involving surveys and interviews with educators, and administrators across a representative sample of schools, the study explores the current state of Chinese language policies as part of the SPFL (Special Program in Foreign Languages) foreign language education, curriculum designs, personnel training, community engagement, and resource allocation. The findings reveal several challenges, including limited instructional time, inadequate teacher training, scarce teaching resources, and a nascent stage of digital resource development. The study also delves into the societal and educational aspirations driving the demand for Chinese language education, against the backdrop of the Philippines' broader goals for national talent development and cultural integration. Recommendations are proposed to address the identified gaps, emphasizing the need for curriculum standards that more closely integrate language with multicultural activities, enhanced teacher support, community-based language activities, a multidimensional approach to language proficiency evaluation and leveraging digital education, etc., The paper advocates for an expanded notion of communicative competence that encompasses the ability for cultural exchange and digital literacy.

Women's Pornography Use Patterns and Sexuality Education in U.S. Public Schools.

This study investigated the relationship between sexuality education in U.S. public schools and women's pornography use. Utilizing quantitative methods, we examined a sample of women attending U.S. public schools who reported regular pornography use. Results revealed that, regardless of the type of sexuality education received, women exhibited similar rates of pornography use, with 60% reporting its use. A substantial portion (69%) of the women began using pornography during childhood or adolescence. Women who received abstinence only sexuality education reported higher frequencies of pornography use compared to their comprehensive sexuality education counterparts. About 79% of women using pornography perceived it as a source of sexuality learning, especially regarding sexual pleasure. However, they expressed reluctance in using pornography for sexual education and did not consider it a preferred method for learning about sexuality. The findings suggest the need for comprehensive sexuality education that addresses essential topics, such as sexual pleasure and sexual script development, to cater to women's diverse learning needs, ideally taught by parents or primary caregivers, but may be necessary for public education in the absence of parental instruction. Policymakers and educators should bridge these gaps to develop more effective sexuality education curricula. This study contributes valuable insights, highlighting the importance of an inclusive approach to sexuality education in U.S. public schools. Future research should explore the implications of different sexuality education approaches on women's sexual development and well-being, emphasizing comprehensive education to foster healthy sexual behaviors among women.

A Comparative Study of Middle School’s Ethical Climate in Indonesia

This study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying.

Tinea capitis and its associated factors among school children in Gondar town northwest, Ethiopia

IntroductionTinea capitis is a global public health concern with a unique therapeutic challenge and mostly affects children. The burden is double in developing countries. There is no study on school-going children from the urban residence in Ethiopia.ObjectiveTo determine the prevalence of Tinea capitis and its associated factors among school children in Gondar town northwest, Ethiopia 2021.MethodsAn institution-based cross-sectional study was conducted among school children in Gondar town from November 20 to December 20, 2021. Data was collected through an interviewer-administered structured questionnaire. A stratified simple random sampling technique was employed. Then data were entered into EPI Info version 7.22 and transferred to Statistical package for social science (SPSS) version 22 for further analysis. The binary logistic regression model was employed to identify factors associated with tinea capitis, and the strength of association and statistical significance was declared using the adjusted odds ratios with its corresponding 95% CI, and p-value ≤ 0.05 respectively.ResultThe prevalence of tinea capitis among school children in Gondar town was found to be 29.4%. Public school student (AOR = 2.79 95% CI: 1.34–5.87), widowed mother (AOR = 6.09, 95% CI: 1.83–11.23), students in the age group of 5–8 years (AOR = 3.79 95% CI: 1.68–8.55), animal contact (AOR = 2.61 95% CI: 1.15–5.90), and family similar illness category (AOR = 8.49 95% CI: 3.73–11.39) have risen the likelihood of tinea capitis among school children.ConclusionsThe prevalence of tinea capitis was higher. Young age, children from widowed marital status, illiterate mother, history of share blades, animal contact, a family similar illness, and lower number of living rooms are important factors contributing to tinea capitis among school children. Health education for the mother on the mode of transmission, prevention, and improve the low socioeconomic status of the parent is crucial.Key termsChildren, Ethiopia, Gondar, School age, Tinea capitis

Analyzing the Logistics of the Brazilian Book and Teaching Material Program: a sociotechnical strategy to inform optimization

The National Book and Teaching Material Program, formulated and executed by the Brazilian Ministry of Education and the National Education Development Fund, aims to ensure that students and teachers in Brazilian public schools have the constitutional right to access teaching materials. The program's logistics are complex, requiring the timely and cost-effective delivery of thousands of tons of teaching materials to public schools across thousands of Brazilian municipalities. A sociotechnical analysis is essential to comprehend the logistics challenges of such a program, as it enables considering social, normative, and technical aspects in a comprehensive and integrated manner. This article presents a qualitative analysis of the program logistics by applying different sociotechnical artifacts. The findings reveal a complex problem involving diverse processes and stakeholders who must adhere to several norms, adopt different computer systems, and rely on a direct and intense communication culture. Identifying key attention points and acknowledging the unique Brazilian context, the article argues that a sociotechnical perspective is crucial for understanding the problem's complexity and informing the design of solutions to optimize the program’s logistics.

Competitive grants in autonomous public schools: how school principals are labouring for public school funding

AbstractThis paper examines competitive grants for public schools, as a form of additional funding from the government. We draw on interviews with principals from different states in Australia to examine systemic impacts of competitive grants for public schools, exploring this in relation to school autonomy. Public school principals are labouring to generate additional school funding via competitive applications from the traditional state government, to supplement their core or regular government funding. The competitive applications are to fund what many would consider rudimentary or fundamental resources, such as school infrastructure and student wellbeing programs. For the interviewed principals, the drive to generate more funding was anchored within significant government funding shortfalls in public schools. The majority of interviewees did not find the funding model to be ‘needs-based’ or responsive. Autonomous public schools presented many paradoxes and contradictions, particularly in under-funded contexts; whilst on one hand, principals are tasked with managing their budgets, the majority experienced the environment as highly inflexible and often punitive, laden with bureaucratic red tape. The majority of interviewees expressed notions of responsibilisation for generating additional funds. In this context, we found that competitive funding applications increase school principal work intensification, with principals spending excessive time labouring to generate additional funding via competitive grant applications, in order to fund essential school projects. The labour involved in completing time-demanding funding applications supplants their traditional responsibilities and is critically reshaping their role as a school principal, to one of ‘grant applier’ and fundraiser, reinforcing the retreat of the traditional state.

State-Level Education Quality and Trajectories of Cognitive Function by Race and Educational Attainment.

Although educational attainment is consistently associated with better cognitive function among older adults, we know little about how education quality is related to cognitive function. This is a key gap in the literature given that the quality of US education improved considerably during the early to mid-20th century as state and federal investment increased. We posit that growing up in states with higher-quality education systems may protect against poor cognitive function, particularly among Black adults and adults who completed fewer years of school. We used prospective data on cognitive function from the Health and Retirement Study linked to historical data on state investment in public schools, restricting our sample to non-Hispanic White and Black adults born between 1914 and 1959 (19,096 White adults and 4,625 Black adults). Using race-stratified linear mixed models, we considered if state-level education quality was associated with level and decline in cognitive function and if these patterns differed by years of schooling and race. Residing in states with higher-resourced education systems during childhood was associated with better cognitive function, particularly among those who completed less than 12 years of schooling, regardless of race. For White adults, higher-resourced state education systems were associated with higher scores of total cognitive function and episodic memory, but there were diminishing returns as resources increased to very high levels. For Black adults, the relationship between state education resources and cognitive function varied by age with positive associations in midlife and generally null or negative associations at the oldest ages. Federal and state investment in public schools may provide students with opportunities to develop important cognitive resources during schooling that translate into better cognitive function in later life, especially among marginalized populations.

State-Level Education Quality and Trajectories of Cognitive Function by Race and Educational Attainment.

Although educational attainment is consistently associated with better cognitive function among older adults, we know little about how education quality is related to cognitive function. This is a key gap in the literature given that the quality of US education improved considerably during the early to mid-20th century as state and federal investment increased. We posit that growing up in states with higher-quality education systems may protect against poor cognitive function, particularly among Black adults and adults who completed fewer years of school. We used prospective data on cognitive function from the Health and Retirement Study linked to historical data on state investment in public schools, restricting our sample to non-Hispanic White and Black adults born between 1914 and 1959 (19,096 White adults and 4,625 Black adults). Using race-stratified linear mixed models, we considered if state-level education quality was associated with level and decline in cognitive function and if these patterns differed by years of schooling and race. Residing in states with higher-resourced education systems during childhood was associated with better cognitive function, particularly among those who completed less than 12 years of schooling, regardless of race. For White adults, higher-resourced state education systems were associated with higher scores of total cognitive function and episodic memory, but there were diminishing returns as resources increased to very high levels. For Black adults, the relationship between state education resources and cognitive function varied by age with positive associations in midlife and generally null or negative associations at the oldest ages. Federal and state investment in public schools may provide students with opportunities to develop important cognitive resources during schooling that translate into better cognitive function in later life, especially among marginalized populations.

Influence of Boards of Management Practices on Teachers Performance in Public Secondary Schools in Kenya: A Case of Manga Sub-County Nyamira County, Kenya

The purpose of the Basic Education Act No. 14 of 2013 is to increase professionalism in the administration of public elementary schools by establishing Boards of Management. The purpose of this research is to analyse the effect that Boards of Management policies have on student achievement in public primary schools in the Manga sub-county of Kisii County, Kenya. The study set out to answer several questions about the impact of various factors on students' academic success, including the availability of instructional resources, the quality of the school's physical environment, the quality of the teaching staff, and the effectiveness of the school's management's efforts to motivate its employees. The research was based on the open systems theory and the Path Goal Leadership Theory. The study used a variety of research strategies. Concurrent triangulation, a research strategy that blends quantitative and qualitative data, was used for this investigation. Principals, BOM members, and the Sub County Director of Education made up the study population. Sampling was performed using a stratified random sampling technique. Strata were designated as learning environments. Questionnaires and interview scripts were used to compile the data. The researcher piloted the surveys with two elementary schools in Manga Sub County that have certain demographic and social characteristics with the study area. Pearson's Product Coefficient was used to verify reliability. Co-efficient. If the dependability co-efficient was lower than 0.7, then the instruments would need to be improved. The instruments' validity and reliability were established by having them crafted under the watchful eyes of the supervisors and by consulting with subject-matter experts. Both qualitative and quantitative techniques were used to analyse the data. Descriptive and inferential statistics were used in the quantitative approaches. Descriptive statistics included measurements of central tendency and dispersion, such as means and standard deviations. Chi-square tests and spearman rank order correlations were used for inferential statistics. Analysing qualitative data required making sense of the responses and contrasting them with prior research. Frequency tables, percentages, and other numerical were used. Ethical considerations were taken into account during the investigation. The vast majority of respondents agreed that their schools' ability to provide necessary teaching and learning resources was facilitated by adhering to a schedule of events. The majority of respondents said that BOM members are capable of accurately forecasting and budgeting for physical infrastructure on their own. All respondents said that those working in BOM were trustworthy because of their moral rectitude and upright character. The research concluded that the Ministry of Education should institute safeguards to guarantee that only qualified individuals serve on public elementary school governing boards. It is imperative that steps be taken to guarantee the exchequer allocates sufficient funds for the purchase of physical infrastructure for public elementary schools