Local government administrative efficiency and change in education outcome in Uganda

Katende, Moses (2025) Local government administrative efficiency and change in education outcome in Uganda. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study set out to investigate local government (LG) administrative efficiency and change in education outcomes in Uganda. The unit of study was the local governments. The study used achievement data from the local government performance assessment for 2022 undertaken by the Office of the Prime Minister. Change in Education outcomes was measured by change in the Primary Leaving Examinations (PLE) pass rate by primary schools in local government. The following variables were used as predictors of education outcomes; human resources practices, financial/budgetary practices, oversight, support supervision, and reporting. Data were analysed using descriptive statistics and binary logistic regressions between the predictors and outcomes variable. Human Resource (HR) practices were measured through hypotheses; adequate number of teachers, substantively recruited critical staff, appraisal of headteachers and LG staff, continuous teacher development as well as appraisal of teachers and LG staff as predictor of change in PLE pass rate. Similarly, Timely submission and communication of UPE capitation grant releases to schools, and finally, schools’ inspections, support to schools to develop improvement plans, support supervision and reporting as predictors of change in PLE pass rate. The results of the study, controlling for household income and minimum infrastructural/facilities standards, suggest that (1) recruitment of adequate number of teachers, substantive recruitment of critical LG staff, appraisal of teachers and LG staff, continuous teacher/professional development, timely submission and communication of UPE capitation grants as well as schools inspection, support supervision and reporting are not predictors of change in education outcomes, measured as change in PLE pass rate by primary schools in LGs. The findings of this study are informative for policy makers in teacher development and the overall improvement of the education outcomes in local governments, with particular focus on those areas that will promote holistic improvement in learning outcomes.

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