The Complementary Role of Budgeting and School Mission towards the Success of Dysfunctional Schools

Abstract

Purpose: This article investigates the connection of budgeting and the mission of schools which could lead to the success of dysfunctional schools, and establish whether the school management teams are capable enough in developing a realistic mission of the schools in line with the budget. Approach/Methodology/Design: The purposeful sampling was employed drawing 131 participants from forty schools. Both qualitative and quantitative data collection techniques were used by distributing questionnaires and conducting interviews.  Descriptive statistics were primarily used to organize, analyze, summarize and interpret collected data through the application of mathematical procedures. Findings: It is revealed that knowledge of developing a realistic schools mission and budget is inadequate in some public schools; This results in dysfunctional schools which are clouded by fragmentation of budgeting and mission operating parallel to each other. This is attested by the level of contradictions of SMTs and human resource officials in meeting the basic educational needs, such as the acquirement of learner/teachers support materials and maintenance of dilapidated infrastructure. Learners are left stranded without learning support materials and conducive learning environments. Consequently, quality education is compromised denying learners better education and future enshrined in most schools' mission statements. Practical Implications: What is crucial in modern times, that being meticulous budgeting, capacity building on budgeting, financial and project management as well as a unified and modeling mission in all school activities and a refusal to tolerate dysfunction. Originality/value: The study investigates a crucial problem; the reasons behind dysfunctional schools. There are contradictions between budgeting and school mission statements, mostly leading to dysfunctional performance.