Effect of Budgeting on Implementation of Inclusive Education in Public Primary Schools in Nandi County, Kenya

Abstract

The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County,  Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62  headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers  and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive  and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting  significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a  positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and  allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35%  (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted  included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder  engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management  practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative  funding models on the sustainability of inclusive education.