Evaluating the Adequacy of Financial Resources in Ghanaian Basic Schools: A Leadership Perspective

Abstract

The research examined the adequacy of financial resources provided in the basic schools in the Gomoa West District of Ghana guided from leadership perspective. Anchored in philosophical assumption of constructivism and interpretivism, the study adopted a qualitative approach and a case study design. Through the expert purposive sampling method, 3 officers of the district education directorate and 9 head teachers of public basic schools were selected. The instrument for data collection was semi structured in terview guide. The collected data was analysed using a thematic approach and guided by the education adequacy theory. Key findings revealed that government allocation through the Capitation Grant which is the major source of statutory funds for schools wer e widely regarded as inadequate, irregularly disbursed, and limited by rigid allocation regulations. Although other allocation sources, like Parents Association (PA) contributions, weekly worship offertory and extra classes fee serve as critical supplementary funds, they remained erratic, inconsistent and are significantly affected by the existing socioeconomic conditions. Moreover, the paper shows that school managers resort to adaptative mechanisms but not to the extent that addresses inadequacies in the allocation. The study recommended a revision of the capitation grant to reflect inflation, enrolment growth, and the actual cost of delivering quality basic education, establishment of a fixed disbursement schedule backed by enforceable budgetary commitments and continuous professional development in financial management, budgeting, and resource mobilization for head teachers and district education officers by the Ministry of Education and the Ghana Education Service.