Performance of construction projects: Examining the role of School infrastructure policy governance and project management practices.

Abstract

The study sought to determine whether the performance of construction projects was influenced by school infrastructure policy interpretation and whether project management practices mediated that relationship. A cross-sectional survey using acorrelational design was used. The target population comprised of 920 head teachers and 86 District Education Officers (DEOs) in all the 13 regions of Somaliland. Purposive sampling and proportionate stratified random sampling with replacement were used to sample 272 schools while simple random sampling was used to sample 20 DEOs. Data collection was by self-administered questionnaires for head teachers and semi-structured interviews for DEOs. Questionnaires pilot testing was done on 28 head teachers in Awdal region. The response rate was 90.8% (247 head teachers) for questionnaires and 100% (20 DEOs) for interviews. Variable relationships were tested using t-tests at 5% level of significance. School infrastructure policy interpretation exerted a significant direct effect (b = -0.3215, p< 0.001, R2 = 0.4183) on the performance of construction projects. Project management practices mediated the relationship with a significant positive indirect effect of 0.4548, CI [0.3505, 0.5642]. A direct negative linear relationship existed between school infrastructure policy interpretation and the performance of construction projects. Policy interpretation exerts its influence on the performance of construction projects through project management practices