While good facilities and resources are assumed to affect the quality of teaching and school performance, findings of the growing body of research about resources and school performance remain obscure and highly contested. A central question in effective schooling research is to what extent do resources translate into school performance particularly in impoverished communities of the developing countries. The primary purpose of this study was to examine the relationships between school-level financial, physical, and human resources on school performance as measured by aggregated UCE exam scores in 63 secondary schools. This study is grounded in the strategic theoretical perspective of Resource-Based View (RBV), which suggests that specific resources and capabilities can lead to superior performance. The findings of this study are mixed. While some results of this study indicated that the three kinds of resources (i.e. financial, physical, and human) contributed to school performance of secondary schools in Mukono Uganda, particular kinds of resources contributed more on school performance than others and the size of their effect differed widely.

The researcher argues that if educators and policy makers can identify the critical resources that best contribute to student learning, then schools could be encouraged to invest in, nurture, and maintain these particular resources. This strategic focus would allow schools, especially in developing countries, to more efficiently and effectively use their current meager resources to maximize benefits to students.



College and Department

David O. McKay School of Education; Educational Leadership and Foundations



Date Submitted


Document Type





Educational resources, school performance, secondary education, Resource-Based View (RBV), developing countries