Behavioral Analysis of experiences of secondary School Development Committees on policies and practices in budgeting in Kwekwe District, Zimbabwe

Abstract

The study sought to investigate the behavioral experiences of secondary School Development Committees on policies and practices in budgeting in  Kwekwe District of Zimbabwe. The study employed a mixed-methods research design and used an open and closed-ended questionnaire to collect  data from 61 participants including 8 school heads, 8 school deputy heads, 8 school senior teachers, 8 heads of departments, 8 School Development  Committee chairpersons, 8 vice-chairperson and 8 school treasurers, 1 district schools inspector, 1 district accountant, 2 provincial  internal auditors, and 1 provincial accounting assistant. The quantitative data were analyzed with SPSS (Version 27) and presented in the form of  descriptive tabular summaries. Qualitative data were examined thematically. The study found that not all secondary school heads and School  Development Committee members in Zimbabwe's Kwekwe district know how to draw a school budget. Lack of interest to draw a school budget,  Covid -19, inflation, and non-payment of fees by parents and guardians and lack of knowledge in policies and practices on budgeting were  important factors found to affect policies and practices in budgeting in Kwekwe district secondary schools. The study suggests a need for regular  training workshops for school heads and SDC to improve understanding, literacy, and practices in budgeting in schools. And a review of educational  policy to include compulsory capacity building for newly appointed school heads and SDC on financial management practices.