Staff Thesis (Business and Management)

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/317

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    Financial management and teachers’ job performance in schools under universal secondary education program in Uganda:
    (Uganda Martyrs University Press, 2018-10-01) Amoding, Jane Florence
    This study intended to examine the effect of financial management on teachers’ job performance in Universal Secondary Education Program in Mpigi district. The specific objectives was to examine the influence of budgeting, accountability and internal audit system on teachers’ job performance. The study employed a descriptive survey design and using both qualitative and quantitative approaches. The study used sample size of 75 respondents, both structured questionnaire and interview guide was used to collect data on the study. Stratified random sampling techniques was used to select the sample, data was analyzed using SPSS. Pearson correlation coefficient showed a positive relationship between financial management on teachers’ job performance. The study findings show that schools do budgeting and participatory process is to a large extent being practiced, accountabilities are made, and auditing is done to a small extent. There is over reliance on government capitation grants whose release is unpredictable, override of power by head teachers, lack of financial management knowledge was evident on the side of head teacher. The result of this lack of financial management skills has the effect that other types of financial problems arise at schools. Parents do not take fully responsible on their children’s education, and none compliance to financial management Act 2015. The study recommends that the school should have participatory budging process, training of head teachers in financial skills, The board of directors and the finance committee should be fully involved on an oversight role of financial management in the school, government should release funds in time and parents should take more core responsibility of their children’s education.
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    Senior Women Leaders’ Motivation and Success In Higher Education Administration in the United States
    (Cardinal Stritch University, 2012) Nakitende, Marie
    The purpose of this study was to discover and understand the experiences that influenced women to obtain and persevere in leadership roles in higher education administrative positions. The results enhanced understanding of what motivates women to pursue leadership positions and provided strategies for career advancement and leadership development. This study recognized challenges facing such women, as well as their tactics for overcoming them. This qualitative phenomenological research study discovered and explored the phenomena as lived and experienced by the participants (Creswell, 1998). The purposely selective sample included 11 women in senior/executive positions in higher education administration. Utilizing a triangulation technique, the researcher collected multiple sources of data, including interviewing, observations, and document analysis. Findings reveal that the participants were intrinsically moved by a great desire to make a positive difference, to help others, to achieve personal growth and development, and to create and support the organization’s mission and vision. An array of extrinsic motivational factors such as academic training and qualifications, mentors, role models, affiliation, promotion, feedback, recognition, and family support were also identified. To succeed in their careers, the participants identified self-knowledge, strong relationships, self-confidence, faith, mentors, networking, and humor as assets. When faced with complex challenges, they took time to meditate, reflect, consult, and pray before making decisions. These and other attributes explored proved vital for their career success. This study results supported motivational and leadership theories of Maslow’s PREVIEW(1954) Hierarchy of Needs Theory, Burn’s (1978) Transformational Leadership Theory,and Bandura’s (1986) Self-Efficacy Theory.