School-Based Management and Educational Quality in Primary Schools in Ogun State: An Empirical Assessment

This study provides an empirical assessment of the relationship between school-based management implementation and educational quality outcomes in public primary schools in Ogun State, South West Nigeria. School-based management was introduced in Nigeria's basic education system as a decentralisation strategy aimed at improving local accountability, resource utilisation, and instructional quality. However, the empirical evidence on the effectiveness of school-based management in improving quality outcomes in the Nigerian primary school context is mixed and geographically limited. The study employs a survey design with quantitative and qualitative components and samples 320 teachers, committee members, and headteachers from 40 primary schools across three local government areas. Data are collected using validated questionnaires and focus group discussions, and analysed using regression analysis and thematic coding. The study draws on the Decentralisation and Accountability Framework in education management. Findings indicate that primary schools with functionally active school-based management committees, regular committee meetings, and transparent financial management demonstrate significantly higher scores on composite quality indicators, including teacher presence, infrastructure maintenance, and pupil learning outcomes. Passive or non-functional committees add little quality value. The study recommends the mandatory training of committee members and the development of a quality benchmarking tool for school-based management in Ogun State. Keywords: school-based management, educational quality, primary schools, decentralisation, Ogun State.