BUDGETARY ALLOCATION STRATEGIES AND HEAD TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN BAYELSA STATE, NIGERIA

Abstract

This study investigated the correlation between budgetary allocation methodologies and the job performance of head teachers in public primary schools in Bayelsa State, Nigeria. The research sought to determine how financial planning and resource distribution affect the operational effectiveness of school leadership. A correlational research design was adopted, with data collected from 224 respondents selected through proportionate stratified random sampling across educational zones. A validated structured questionnaire was used for data collection, and the Pearson Product-Moment Correlation was employed for analysis. Findings revealed a statistically significant positive relationship between effective budgetary allocation and head teachers’ job performance. Schools with sound budgetary planning and prudent fund distribution recorded improvements in instructional supervision, teacher motivation, punctuality, and administrative accountability. These results highlight the critical role of financial management in shaping educational leadership outcomes. The study concludes that timely and transparent budgetary allocation enhances school governance and strengthens learning delivery. It recommends that policymakers prioritize adequate funding and equitable distribution of resources to improve head teachers’ performance and overall effectiveness of basic education in Bayelsa State.