Abstract:
This study explored teachers’ experience in the management of school funds by
identifying their roles, skills, and challenges encountered in the management of school
funds. The study employed a qualitative research method with a case study Design.
Three secondary schools from Nyamagana district in Mwanza Region were selected
for the study. Using purposive sampling, data were collected through semi-structured
in-depth interviews with eight informants, viz. 3 heads of schools, 3 teachers who act
as school bursars, and 2 other teachers who are school signatories. The findings from
interviews were triangulated by information from documentary reviews. Finally, the
generated data were analysed through thematic analysis procedures. The qualitative
analysis of the data obtained revealed that, although heads of schools have
considerable power and mandate to supervise all academic and administrative
activities in school, they are forced by the circumstance to pick classroom teachers to
take responsibility for school bursars. These selected teachers play the supervisory,
bursary, and advisory roles in the management of school funds. Since the selected
teachers are unprofessional in the field of finance and administration, they face several
challenges emanating from a shortage of funds, technological changes, and a shortage
of non-teaching staff. On this basis, it is suggested that, if teachers must be used in the
management of school funds, regular seminars and workshops are required to build
their capacity to manage school funds. More important, computer and accountant skills
are potentials to appropriate management of school funds. Where this cannot be done,
the government authorities ought to employ professional school bursars.
