The effect of school-based management committees on school development in primary schools in Katagum LGA, Bauchi State
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Background of the Study
The involvement of school-based management committees (SBMCs) in the governance of primary schools has emerged as a pivotal factor in promoting educational development. In Katagum LGA, Bauchi State, SBMCs are designed to enhance accountability, transparency, and community engagement in school management (Usman, 2023). Research indicates that schools with active management committees tend to experience improvements in infrastructural development, resource allocation, and overall educational quality (Ahmed, 2024). The decentralization of decision-making through SBMCs has been credited with fostering a sense of ownership among parents, teachers, and local stakeholders, thereby driving initiatives that support academic excellence and student welfare (Bukar, 2025). Despite these promising developments, there remains a significant disparity in the effectiveness of these committees across various schools. In some cases, the committees face challenges such as inadequate training, unclear roles, and limited financial autonomy, which undermine their potential contributions to school development (Aliyu, 2023). Additionally, cultural and socio-economic factors may affect the extent to which community members participate in these committees, thereby influencing the overall success of school development programs (Ibrahim, 2024). There is also the issue of political interference, which can skew the priorities of the committees away from educational improvement towards other agendas (Sani, 2025). The interplay between these factors necessitates a thorough investigation into the practical impact of SBMCs in primary schools in Katagum LGA. Recent empirical studies have suggested that while SBMCs have the potential to significantly enhance school development, their success is contingent upon effective collaboration between educators, parents, and local authorities (Nwankwo, 2023). This study, therefore, seeks to evaluate the role of SBMCs in facilitating school development by examining their operational effectiveness, resource mobilization, and stakeholder engagement. By doing so, the research aims to identify both the strengths and limitations of SBMCs and to provide strategic recommendations for optimizing their impact on primary education in the region (Hassan, 2024).
Statement of the Problem
Despite the establishment of school-based management committees as a means to promote decentralization and enhance school development, primary schools in Katagum LGA face persistent challenges. Many SBMCs in the area are characterized by irregular meetings, limited training for members, and ambiguous role definitions, which significantly hamper their ability to make effective decisions (Usman, 2023). Moreover, the expected link between community participation and school improvement is often weakened by socio-cultural barriers and economic constraints that restrict active involvement from parents and local stakeholders (Ahmed, 2024). Instances of political interference further complicate the scenario, as committee agendas are sometimes diverted from academic improvement to address politically motivated interests (Bukar, 2025). The inadequate financial resources allocated to these committees exacerbate the problem, limiting their capacity to initiate and sustain developmental projects (Aliyu, 2023). Furthermore, discrepancies in the implementation of SBMC policies have resulted in uneven school development outcomes across different primary schools. This situation has not only led to infrastructural deficiencies but has also adversely affected teacher motivation and student performance (Ibrahim, 2024). As a result, there is a growing concern regarding the efficacy of SBMCs in driving meaningful improvements in school operations and educational quality. The gap between policy expectations and actual practice necessitates a systematic evaluation of SBMC performance in the region (Sani, 2025). Addressing this gap is critical for formulating strategies that ensure these committees function as effective agents of change. Without such interventions, the intended benefits of decentralization may remain unrealized, thus perpetuating the cycle of underdevelopment in primary schools across Katagum LGA (Nwankwo, 2023).
Objectives of the Study
- To evaluate the operational effectiveness of SBMCs in primary schools in Katagum LGA.
- To assess the impact of SBMCs on school development outcomes.
- To recommend strategies for enhancing the functionality and impact of SBMCs in the region.
Research Questions
- How effective are school-based management committees in promoting school development?
- What are the main challenges hindering the optimal functioning of SBMCs?
- How can the involvement of community stakeholders be improved in SBMC activities?
Research Hypotheses
- H₁: Active participation of SBMC members significantly improves school development.
- H₂: There is a positive relationship between the functionality of SBMCs and the quality of primary education.
- H₃: Enhanced training and resource allocation for SBMCs lead to better school developmental outcomes.
Significance of the Study
The study is significant as it sheds light on the role of SBMCs in the developmental trajectory of primary schools in Katagum LGA. By identifying the challenges and successes of current management practices, the research provides a foundation for policy improvements and capacity-building initiatives. These findings will be instrumental for stakeholders aiming to optimize community involvement and resource management in primary education.
Scope and Limitations of the Study
This study is limited to the analysis of school-based management committees in primary schools within Katagum LGA, Bauchi State. It examines the direct impact of SBMC activities on school development, without considering external educational policies.
Definitions of Terms
- School-Based Management Committees (SBMCs): Local groups comprising parents, teachers, and community members responsible for school governance.
- School Development: The process of improving infrastructure, resources, and educational quality in schools.
- Primary Schools: Educational institutions providing foundational education to children, typically aged between 5 and 11 years.
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