The dynamics of financial management in Swaziland : a case of selected primary schools.

Abstract

Master of Education in Education Management, Leadership and Policy. University of KwaZulu-Natal, Durban, 2016.

This study analyses the findings of a survey of five primary schools in Swaziland;
 Hhohho region. The study explores the dynamics of financial management in
 Swaziland Primary schools through the interpretative paradigm employing the case
 study approach. It sets out as its framework, the formal model of educational
 management to explore the understanding of financial management and financial
 management roles school principals have, skills and competencies needed by
 principals in execution of their duties and challenges they encounter. A possible
 capacitation strategy for the school principal is also examined in this study. Five
 principals were interviewed to generate data. In addition to the interviews selected
 financial management documents, the minute books, analysis books, procurement
 files, cheque books and financial statements were analysed. It emerged that in order
 for a school principal to effectively execute his or her duties there are certain skills
 that he or she must possess. However, there are a myriad of challenges that the
 principal encounters in the execution of his duties including lack of capacity, lack of
 funds and lack of co-operation from school committee members. The findings
 revealed that principals had a good understanding of their financial management roles
 but they were not empowered to do so hence they were struggling in the execution of
 their duties. Findings also revealed a number of skills that principals needed to
 effectively execute their duties such as budgeting, accounting, reporting and record
 keeping. It is recommended that financial management should be covered in training
 of teachers as a course in colleges and universities and later coupled with workshops
 as in-service programmes. A possible capacitation strategy for the school principal is
 suggested at the end of the study.