Project Management Practices and Performance of Cdf- Funded Educational Infrastructure Projects in Mavoko Constituency, Kenya.

Abstract

This study explores the relationship between Project management practices and the performance of educational projects, specifically focusing on Constituency Development Fund (CDF) funded educational infrastructure projects in Mavoko Constituency, Kenya. The study sets the stage for understanding how various management practices influence the success of educational projects financed through the CDF. It provides a comprehensive background on the role of CDF in educational development, outlining the significance of effective project management practices in enhancing project outcomes. The study articulates the problem statement as inconsistences performance of educational infrastructure (cost, time, quality) due to, substandard construction, and resource misallocation hence need for better project management practices (Mulaku & Wanjiru, 2016). The objectives of the study were to examine the project management practices employed in the implementation of CDF-funded educational projects in Mavoko Constituency; To assess the performance of CDF-funded educational projects in Mavoko Constituency in terms of cost, time, quality, and stakeholder satisfaction; To determine the relationship between project management practices and the performance of CDF-funded educational projects in Mavoko Constituency. The research focuses on key theories namely, Project Management Theory, Stakeholder Theory, and Results-Based Management (RBM) aiming to evaluate the impact of project planning, stakeholder management, and quality management, on project performance. The study employed descriptive research design since it describes the characteristics of a population without manipulating variables. The target population was 800 participants from a total population of 105, both primary and secondary public schools. The sample size included 266 respondents selected through stratified random sampling techniques. Primary data collected using a questionnaire issued to a sample population of respondents in teachers, CDF officers, project team at selected schools within Mavoko constituency. and analyzed using statistical page for the social sciences (SPSS). The study employed standardized data collection procedures and rigorous analysis techniques to ensure reliability, using Cronbach’s Alpha. To enhance validity, this study triangulated data from interviews and questionaries to strengthen the evidence base and ensure that the findings robustly address the research questions. A pilot test was conducted at Kathiani Primary School with 10% of sample size to establish both the content validity and reliability of the questionnaire. Regression analysis analyzed the relationship between two variables and made predictions, inferring causal relationships, provided the assumptions are met. between variables. Data was presented with descriptive statistics. Study findings were: Inadequate Planning, 47% disagreed that planning was sufficient. limited Stakeholder Involvement, 41% felt that engagement was inconsistent and Weak Monitoring and Evaluation, 50% disagreed on the regularity of monitoring practices. Finally, the study concluded that strengthening project planning practices—specifically in planning, stakeholder involvement, and monitoring & evaluation is essential for enhancing project performance. It recommends prioritizing training for project managers on effective planning tools. Additionally, institutionalizing stakeholder engagement through a participatory approach in project identification, planning, and implementation is vital to foster collaboration and ensure that all stakeholders are actively involved. Implementing these recommendations can significantly improve project outcomes.