Hatibu, Saidi Athumani2019-11-272020-01-082019-11-272020-01-082014Hatibu, S. A (2014) Relationship between school expenditure and academic performance of ordinary level secondary schools in Temeke district, Master dissertation, University of Dar es Salaam. Dar es Salaam.http://localhost:8080/xmlui/handle/123456789/4530Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2829.T34H37)The study aimed at investigating relationship between school expenditure and academic performance of ordinary level secondary schools in Temeke district. Three objectives informed the study: first, to determine the nature and magnitude of relationship between school expenditure and academic performance; second, to develop simple linear regression model that can predict academic performance from school expenditure; and third, to analyse the extent in which school expenditure is used in relation to academic performance. Quantitative research approach guided by correlation and cross sectional survey design. The study sample comprised 40 respondents from government schools and non government schools. The instruments used for data collection were questionnaire and documentary review. The findings of the work show that there was weak statistically significant inverse relationship between student unit cost and grade point average [since r = -0.404, (one tailed) < 0.01]. The results imply that there was a weak relationship between school expenditure and academic performance. In addition, the results found that the coefficient of determination was 0.1632 that implies student unit cost account for 16.32% of variability of grade point average, where the findings leave 83.68% of variability in grade point average that was accounted for by other variables that influence grade point average. The model y=4.644-2.902 × 〖10〗^(-7) x was established for relationship between school expenditure and academic performance that assure unbiased prediction of the variables. Also, the findings observed that about 71% was spent for human resources, 13% was spent to enhance educational processes, about 3% allocated for improving learning environment and only about 10% and 2% of the school expenditure were spent for meals and social welfare expenditure. It was concluded that financial resources and non-financial factors are so important inputs in educational planning. Also, proper uses and allocation of financial resources in school is highly needed for academic improvement. Based on study findings and conclusions, the researcher recommends that the educational planners and educational services suppliers to prepare efficiency and effective comprehensive strategic plan that involves all educational stakeholders for academic performance improvement. In addition, educational planners, policy and decision makers should initiate capacity building programmes to empower the school administration with the skills of preparing comprehensive strategic and action plans that aim at improving academic performance by taking consideration different factors that determine it.enEducationFinanceAcademic achievementsSecondary schoolsOrdinary level secondary schoolsTemeke districtThesis