Decentralized legislation and secondary education service delivery in Busoba Sub-County. A cross-sectional study.
Résumé
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.
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