Public financial management practices and education service delivery in government primary schools in Paidha town council – Uganda
| dc.contributor.author | Pithuwa, Albert | |
| dc.date.accessioned | 2026-01-23T14:17:23Z | |
| dc.date.available | 2026-01-23T14:17:23Z | |
| dc.date.issued | 2025-11-15 | |
| dc.description | A thesis submitted in fulfillment of the requirements leading to the award of a master of business administration (accounting & finance) of Muni University | |
| dc.description.abstract | The study aims to examine the impact of Public Financial Management (PFM) practices on education service delivery in government primary schools in Paidha Town Council, Uganda. Specifically, it explored how capacity building, political monitoring, transparency, and institutional capacity building influence the quality and efficiency of education services in the region. In terms of Methodology the research is grounded in the Agency Theory and Institutional Theory, the study adopted a correlational research design with a mixed methods approach. Data were collected from 267 respondents, including head teachers, deputy head teachers, political leaders, Town Council officials, and members of School Management Committees and Parent-Teacher Associations. Structured questionnaires and semi-structured interviews were used as data collection instruments. Data Analysis: Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS), while qualitative data were analyzed thematically. Correlation analysis revealed positive and statistically significant relationships between capacity building (r = 0.608, p = 0.000), political monitoring (r = 0.400, p = 0.000), transparency (r = 0.690, p = 0.000), institutional capacity building (r = 0.708, p = 0.000), and education service delivery. The findings demonstrated that effective PFM practices—particularly those enhancing capacity, transparency, institutional strength, and political oversight—significantly contribute to improving education service delivery in government primary schools. Qualitative insights further emphasized the central role of these factors in promoting accountability and performance within the education sector. In terms of limitations of the study was confined to government primary schools in Paidha Town Council, limiting the generalizability of the findings to other regions. Additionally, data relied on self reported responses, which may have introduced respondent bias. The study contributes to the understanding of how PFM practices influence service delivery in the education sector, particularly within rural settings. It provides empirical evidence supporting the integration of capacity-building initiatives, political engagement, transparency mechanisms, and institutional strengthening as essential components for improving educational outcomes in Uganda. | |
| dc.identifier.citation | Pithuwa, A. (2025). Public financial management practices and education service delivery in government primary schools in Paidha town council – Uganda (Unpublished graduate dissertation). Muni university, Arua, Uganda | |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/885 | |
| dc.language.iso | en | |
| dc.publisher | Muni University | |
| dc.subject | Public Financial Management | |
| dc.subject | Education Service Delivery | |
| dc.subject | Capacity Building | |
| dc.subject | Political Monitoring | |
| dc.subject | Transparency | |
| dc.subject | Institutional Capacity | |
| dc.title | Public financial management practices and education service delivery in government primary schools in Paidha town council – Uganda |