Board Composition and Educational Performance in Catholic Founded Grant Aided Secondary Schools in Uganda

Abstract

This study examined the composition of the board and the educational performance of Catholic founded Grant Aided Secondary schools (GASS) in Gulu and Tororo Archdioceses in Uganda. Using a convergent parallel mixed-methods design, data were collected through questionnaires, semi-structured interviews, and documentary review of institutional records, UNEB UCE results (2019–2023), and MoES enrolment reports. A sample of 67 schools was selected using simple random and purposive sampling. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation, and regression, while qualitative data underwent content analysis. Findings revealed that BoG independence, relevant expertise, and active engagement were positively associated with improved academic performance, enrolment, and completion rates. However, challenges such as limited training, resource constraints, and occasional role conflicts were noted. The study concludes that strengthening BoG capacity, ensuring strategic independence, and promoting stakeholder collaboration can significantly enhance governance effectiveness and educational outcomes. Broader research across diverse contexts is recommended to validate and expand these insights for national policy and practice.