Financial Management Practices among School Heads in Public Secondary Schools: A Case of Meru District Council, Tanzania

Wilson Daniel John

doi:10.51867/AQSSR.2.2.12

Authors

Wilson Daniel John Institute of Accountancy Arusha, Tanzania Author https://orcid.org/0009-0008-1214-6601

DOI:

https://doi.org/10.51867/AQSSR.2.2.12

Keywords:

Educational Finance, Financial Management, Professional Development, Public Secondary Schools, School Administration, Unit Cost

Abstract

The main aim of this research was to investigate the factors that affect the efficiency of financial management among school leaders in the Meru District Council. Financial management in education involves planning, organizing, controlling, and monitoring financial resources to enhance educational activities and institutions. This study was guided by transformative leadership theory. This theory serves as a driving force for change in financial management practices by motivating and inspiring followers to exceed standard expectations and actively support the organization’s objectives. This research applied a quantitative methodology with a descriptive design, while a simple random sampling method was used to choose 15 participants from a total of 29 public secondary school heads. Data were collected through structured questionnaires featuring closed-ended questions, which were analyzed using descriptive statistics, particularly percentages. The results reveal that while certain school heads demonstrate strong financial management abilities, others do not possess the required skills, leading to inefficiencies in allocating and using resources. Moreover, the study discovered that school heads participate in the budgeting process. Significant factors affecting their financial management skills include professional training, experience, and support from district education authorities. The research underscores the importance of targeted professional development initiatives to improve the financial management abilities of school heads. Recommendations include establishing ongoing training sessions, opportunities for peer learning, and enhanced support systems from district education offices. By enhancing the financial management expertise of school heads, public secondary schools in Tanzania can more effectively allocate resources, thereby improving educational results and ensuring sustainable funding mechanisms.

Author Biography

Wilson Daniel John, Institute of Accountancy Arusha, Tanzania

Department of Education

Rank: Assistant Lecturer

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