Abstract

Planning for instructional resources demands that money be set aside and budgeted for to make them available and adequate in secondary schools. To adequately avail science instructional resources a policy driven budgeting process is essential. The influence of budgeting process on instructional management and the extent of involvement of science teachers have not been highlighted through empirical data. This study adopted stakeholder theory and obtained information from science teachers in secondary schools within Nairobi County, Kenya. From 96 science teachers in 33 secondary schools of Nairobi County obtained using stratified random samplings. 89 filled questionnaires. Findings of this study established that science teachers are involved in the budgeting process for sourcing of instructional resources in Kenyan secondary schools was considered in terms of their participation in strategic planning (mean 3.20), departmental meetings (mean 3.46), and budgeting committee (mean of 3.33) and in pre-budget consultations (mean of 3.33) and post-budget consultations (mean of 3.31) (mean of 3.42).

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