Perception of Principals and Teachers on the Implementation of National Policy on Education Funding Provisions in the in Taraba State

Abstract

This study investigates the impact of funding on the implementation of education policies in Nigerian secondary schools, with a focus on Taraba State. It examines the relationship between funding provisions and the effectiveness of policy implementation, using data from 919 participants, including principals and teachers. The results reveal a generally positive perception of funding provisions, with some areas of concern regarding insufficient funding allocation and untimely disbursement. An independent samples t-test indicated no significant difference in perceptions between principals and teachers (p > 0.05). Furthermore, a Pearson correlation analysis showed a strong positive relationship (r = 0.829) between adherence to the National Policy on Education and the implementation of funding provisions (p < 0.05). These findings suggest that while funding is perceived as moderately adequate, there are challenges in its timely allocation and distribution. The study concludes by recommending improved financial management, timely fund disbursement, and better alignment with policy guidelines to enhance educational outcomes. This research contributes to the understanding of how funding impacts policy implementation in Nigerian secondary schools and offers recommendations for improving education funding strategies.