Management Controlling Function on Academic Performance of Students in Government-Aided Secondary Schools in Dokolo District

This study assessed the role of the management controlling function on students’ academic performance in Government-aided Secondary Schools in Dokolo District, Uganda. The study was motivated by persistent concerns regarding low academic performance despite government investment in education and the existence of school supervision and quality assurance mechanisms. Guided by Systems Theory, the study adopted a mixed-methods approach using a case study research design. Data were collected from 229 respondents comprising head teachers, deputy head teachers, directors of studies, subject teachers, and members of the prefects’ body selected from seven government-aided secondary schools. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analyzed thematically. The findings revealed that management controlling practices were effectively implemented in the selected schools, with an overall mean score of 4.001 (SD = 0.456). Correlation analysis established a moderate positive and statistically significant relationship between management controlling and students’ academic performance (r = .492, p < .001). Regression results further showed that management controlling had a positive and significant effect on students’ academic performance (β = .443, p < .001), explaining 24.2% of the variation in academic performance (R² = .242). Qualitative findings confirmed that regular supervision, continuous assessment, monitoring of learners’ progress, feedback mechanisms, and corrective interventions contributed to improved academic outcomes. The study concluded that management controlling is a significant predictor of students’ academic performance and the strongest management function influencing academic achievement. The study recommends strengthening supervision, performance evaluation, accountability systems, and corrective intervention mechanisms to enhance students’ academic performance in Government-aided Secondary Schools.

Management controlling function, academic performance, school management, supervision, monitoring and evaluation, government-aided secondary schools, Dokolo District, Uganda

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