MONITORING AND EVALUATION PRACTICES AND PERFORMANCE OF GLOBAL PARTNERSHIP FOR EDUCATION PROJECTS IN UGANDA: THE ROLE OF ORGANIZATIONAL CULTURE

Objective: The significance of the Project Monitoring, Evaluation and Quality of Education is a topical theme because project performance has been a concern to project managers and project stakeholders across the world. The aim of this study was to establish how organizational culture moderates the relationship between Monitoring and Evaluation practices and performance of Global Partnership for Education projects in Uganda. Theoretical Framework: The theories that anchored the study were (i) System Theory: which explains how interconnected components within GPE projects influence overall performance. (ii) Results-Based Management Theory which emphasizes outcome driven planning and accountability. (iii) Organizational Learning Theory highlights continuous improvements through knowledge acquisition and adoption, ensuring that monitoring and evaluation enhance project effectiveness and sustainability. Method: A pragmatism research paradigm integrating positivist and interpretivist perspectives was adopted, utilizing a mixed-methods approach. The study employed a descriptive cross-sectional design, incorporating correlational and survey research methods. A sample of 198 respondents, drawn from a target population of 260 school staff using the Krejcie & Morgan (1970) table, included teachers, school management committee members, and GPE officials. Data were collected through questionnaires, focus group discussions, and key informant interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic content analysis. Results and Discussion: The results were: R = 0.486, R² = 0.236, F (5, 232) = 14.316, p < 0.05, therefore, H₀ was rejected, and it was concluded that organizational culture significantly moderates the relationship between monitoring and evaluation practices and the performance of Global Partnership for Education. Results Implication: The implication of the result is that organizational culture plays a key role in enhancing the effectiveness of monitoring and evaluation (M&E) practices in improving the performance of Global Partnership for Education (GPE) projects. Since the study found that organizational culture significantly moderates the relationship between M&E practices and project performance, it suggests that a supportive organizational culture strengthens the impact of M&E activities on project outcomes. Therefore, for GPE projects to achieve better performance, it is important to foster a positive organizational culture that aligns with M&E practices. Originality/Value: This study delivers new perceptions by empirically confirming the substantial influence of organizational culture and how it moderates the relationship between Monitoring and Evaluation practices on Global Partnership for Education project performance, guiding policy improvements for enhanced success.