Influence of School Board Members in Curriculum Implementation Towards Teaching and Learning Process in Public Secondary Schools in Nyamagana District

Abstract

This study explored the influence of school board members on curriculum implementation and its impact on teaching and learning in public secondary schools within Nyamagana District. Using a mixed-methods approach with a convergent parallel design, the research was grounded in Management by Objectives (MBO) framework. The target population consisted of 1,278 secondary school teachers, 372 school board members, 31 school heads, and 31 schools in Nyamagana District. From this group, a sample of 100 teachers, 6 school board members, and 4 school heads was selected through simple random and purposive sampling techniques. Data were collected through questionnaires and interview guides, and quantitative data were analyzed using SPSS Version 22. Qualitative data were analyzed through interpretation and explanation of empirical literature. The findings revealed that school board members significantly influence the classroom environment and leadership in curriculum implementation. Their support in adopting educational goals, ensuring the availability of resources for both educators and students, and allowing flexibility in curriculum implementation enhances the educational process. Furthermore, school board members were found to play a key role in supervising teacher and student behavior, managing physical resources, and creating a supportive learning environment. Their involvement in these activities was found to positively impact on the quality of education by contributing to the effective implementation of the curriculum. Ultimately, the study highlights the critical role of school boards in shaping the overall educational experience and ensuring the success of curriculum delivery, which leads to improved teaching and learning outcomes in public secondary schools.