Financial Management Capacities of School Committees in Managing School Funds in Selected Eswatini Schools

Abstract

This study explored the financial management capabilities of school committees in selected primary and secondary schools in the Manzini and Lubombo regions. Effective financial management is essential for transparency, accountability, and the proper use of educational resources. In Eswatini, school committees play a central role in managing school finances. Guided by Agency Theory and Financial Governance Theory, this study examines how school committees in Eswatini manage financial resources and exercise accountability. The research used a phenomenological design and qualitative approach to explore the experiences of school committee members and principals. The study was conducted in five public schools across the two regions. Data was gathered through semi-structured interviews with ten participants and analysed using thematic analysis. The findings revealed five linked themes: limited financial literacy, weak budgeting processes, reliance on manual record-keeping, inadequate accountability mechanisms, and unclear role boundaries between principals and committee members. Together, these issues reduce transparency and hamper sound financial decision-making. The study concludes that decentralisation without proper capacity building leads to financial inefficiencies and undue dependence on school committees. It recommends continuous financial management training, the adoption of digital accounting systems, and a clearer definition of roles and responsibilities to strengthen accountability and governance in Eswatini’s education sector.