Decentralized legislation and secondary education service delivery in Busoba Sub-County. A cross-sectional study.
DOI:
https://doi.org/10.64792/g6pkzd31Keywords:
Legislative autonomy, Secondary education, Local governance, Policy implementation, Administrative accountabilityAbstract
Background
The study aimed to examine the relationship between decentralized legislation and secondary education service delivery in Busoba Sub-County.
Methodology
The study used a descriptive, correlational, cross-sectional design with mixed methods. From 700 respondents, a sample of 248 was selected using purposive, stratified, and convenience sampling. Data were collected using questionnaires, interviews, and document review. Quantitative data were analyzed using SPSS version 27 with descriptive and correlation statistics, while qualitative data were analyzed thematically. Instruments were validated through expert review and a CVI of 0.9, and reliability was confirmed using Cronbach’s alpha of 0.8. Ethical procedures ensured consent, confidentiality, and voluntary participation.
Results
Response rate was 88.7%, showing strong participation, with full response from head teachers, DEO, and LC III officials, while inspectors and planners had lower participation due to workload. Respondents were mainly male (60%) and below 18 years (72.3%), indicating dominance of students in the sample. Decentralized legislation generally received positive ratings with mean scores above 3.50, showing agreement that it clarifies roles (M=3.92), improves accountability (M=3.67), supports school governance (M=3.85), and enhances decision-making (M=3.71). Weak enforcement of laws scored the highest concern (M=4.12), followed by political interference (M=3.88) and limited community awareness (M=3.28). Service delivery indicators showed moderate improvement, including school availability (M=4.22), teacher attendance (M=3.76), management coordination (M=3.84), and student discipline (M=3.71), while infrastructure (M=3.47) and learning materials (M=3.41) remained inadequate. Themes highlighted improved governance, accountability, access, coordination, weak enforcement, funding constraints, and limited stakeholder awareness. Correlation results showed a significant positive relationship between decentralized legislation and secondary education service delivery (r=0.611, p<0.01),
Conclusion
Decentralized legislation had a positive and statistically significant relationship with secondary education service delivery.
Recommendation
Local governments and education authorities should strengthen the enforcement of education laws and bylaws to ensure effective implementation at the school level.
References
1. Anderson, J., & Taylor, P. (2023). Decentralized education governance and policy responsiveness in local governments. Journal of Educational Policy and Management.
2. Brown, K., & Taylor, P. (2023). Harmonizing local and national education policies for improved service delivery. International Journal of Education Development.
3. Jones, R. (2023). Local governance and education decentralization: Challenges and opportunities. Education and Development Review.
4. Jones, R., & Stewart, L. (2023). Policy fragmentation in decentralized education systems. Journal of Public Education Policy.
5. Smith, A., & Brown, J. (2022). Local government autonomy and education service delivery effectiveness. Comparative Education Review.
6. Smith, R., & Turner, L. (2022). Decentralization and inequality in education systems. International Journal of Educational Studies.
7. Wilson, D., & Green, M. (2022). Capacity constraints in decentralized education governance. World Education Governance Review.
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Copyright (c) 2026 Issa Masambu, Benard Nuwatuhaire, Edmand Bakashaba (Author)
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