Relationship between Headteachers’ Gender and Financial Management in Schools
Loading...
Date
2025-11-19
Journal Title
Journal ISSN
Volume Title
Publisher
East African Journal of Interdisciplinary Studies
Abstract
The study was on the relationship between headteachers’ gender and financial management in schools, by managers to monitor an organisation's assets, debts, and inventory usage. In modern management, financial control is increasingly important in schools. However, head teachers in primary schools often lack financial management skills, leading to potential financial risks such as poor staffing, accounts receivable, credit, collections, accounts payable/purchasing, asset acquisition and maintenance, financial reporting, and inventory management. This study explored whether gender, i.e., male or female, could explain the low level of financial management in primary schools in Kitgum District. The study determined the relationship between head teachers' gender and financial management in primary schools in Kitgum District. Data was
collected from 300 respondents using questionnaires, interviews, and document analysis. The results showed that gender disparities in financial management skills assessments were negligible or unimportant across different aspects. Both male and female head teachers received comparable assessments in most areas, indicating a consistent perception of their financial management practices. The study concluded that there is no significant correlation between financial discipline, as measured by Financial Planning, Financial Requisition, Financial Records, and Financial Reports, and gender within this dataset of 150
individuals. The correlation coefficients indicate extremely weak or negligible associations between gender and various aspects of financial discipline.
Description
Keywords
Head Teachers, Gender, Financial Management, and Primary Schools.
Citation
Okello, A. & Lamaro, G. (2025). Relationship between Headteachers’ Gender and Financial Management in Schools. East African Journal of Interdisciplinary Studies, 8(2), 375-395. https://doi.org/10.37284/eajis.8.2.4025