School Climate as a Determinant of Pupils ’ Academic Performance in Public Primary Schools in Marani Sub-County , Kenya (original) (raw)
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This study sought to find out the type of school climates prevailing in all the provincial secondary schools and the school climate differences between the high and low performing provincial secondary schools in Nandi-Central District, Kenya. Causal comparative research design was used where the mean ratings on school climate of 103 teachers of four high and four low performing schools were compared and analysed to establish the extent of differences and their implications. High performing schools recorded a more favourable ecology, milieu, and school culture than the low performing schools. School climate was found to have a significant influence on academic performance of students in provincial secondary schools in Nandi–central district. The study recommended that schools strive to improve the schools’ ecology, milieu, social climate and school culture, thereby creating a positive climate that will encourage better academic performance among students.
Asian Journal of Education and Social Studies
The study determined the school climate in eight public secondary schools and its relationship to students’ academic achievement. The study employed quantitative approach within ex-post facto research design using three climate questionnaires for secondary schools and a sample of 160 teachers. The study revealed that the general climates of all schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a strong positive significant correlation (r = 0.821) with division II and (r = 0.868) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = - 0.779) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887) with division IV, while initiating structure showed a strong positive correlation (r = 0.824) with division I, lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong ...
The purpose of the study was to establish school environmental factors affecting both girls and boys in boarding secondary schools in an attempt to achieve academic excellence. The research designs used in the study were descriptive survey and ex post facto designs. The population consisted of five head teachers, 140 form four teachers and 609 form four students. The sample size was as follows; all the five head teachers, 46 form four teachers and 201 students, which is 33% of the population for both the teachers and the students. Data was analyzed using descriptive statistics and inferential statistics such as linear multiple regression and factor analysis. The main problems faced by the boarding students were lack of discipline during study time lack of adequate reading facilities and inadequate boarding facilities.
The Impact of School Climate on Academic Performance: A case of Ghanaian Schools
Journal of Education and Practice, 2018
One of the most important school factors required for effective teaching in learning is the school climate. The study sought to explore and explain the degree to which school climate factors contribute towards improved students’ performance. A quantitative research design was employed for the study. Items of the survey questionnaire were based on questions form the both Inventory of School Climate (ISC) and the NSCC scale for school climate. Data was collated from of primary data from 500 students from 500 schools randomly selected across all ten regions in Ghana. Performance was measured using average performance of schools in WASSCE examinations for the year 2014. Data obtained during survey was entered into a SPSS statistical software, were missing analysis was conducted. Subsequently analyses using both descriptive and inferential methods were done. The Cronchbach’s measure of reliability estimated for the school climate construct was 0.774. The structural equation model was th...
The study examined and compared the effect of school physical environment on academic achievement between pupils in public and private primary schools. The study was conducted in Kiambu County and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. A survey method was used in the collection of data. Causal-Comparative was employed as an appropriate research design. A sample size of 384 was drawn from accessible population using stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social Sciences (SPSS) version 21.0 was used to analyze the data. Independent Sample t-test was used to test the null hypothesis that established differences between public and private schools in terms of availability of adequate and quality school physical facilities. The findings of the study revealed that there was a significant difference between private and public primary schools. Private schools had superior school physical environment that impacted positively on academic achievement of pupils. Private schools performed comparatively better than public schools in Kenya Certificate of Education (KCPE) examination. The study recommended that the Ministry of Education and the Public Primary Boards of Management need to invest heavily on infrastructure development in public schools to ensure material standardization with private primary schools.
School environments vary greatly. Whereas some schools feel friendly, inviting and supportive, others feel exclusionary, unwelcoming and even unsafe. The feelings and attitudes are elicited by a schools environment are referred to as school climate. The effectiveness of an organisation depends to a large extent, on its climate. A leader‟s decisions with regards to the structure of an organisation, leadership style and philosophy of leading, influence the climate of an organisation, which in turn, influences the effectiveness of the organisation. It is a necessary link between organisational structure and teacher attitude behaviour. Thus, a leader who is autocratic creates a climate which is coercive and powerlessness among staff members. In a school, these feelings are transferred to pupils and negatively affect effectiveness. Climate determines what staff members do, how they relate to each other and the quality of pupil achievement and other gains an organisation can achieve. It also affects such outputs as satisfaction, creativity and group decision-making. This article draws on a quantitative inquiry on the role played by school climate in promoting school effectiveness in Zimbabwean secondary schools using a sample of 200 teachers from a population of 650 teachers in Nkayi South Circuit in Matebeleland North in Western Zimbabwe. The sample had 110 females and 90 males. The research instrument used was the questionnaire. The study revealed that there was a very high correlation between a positive school climate and a school‟s high pass rate standards. The findings also revealed that poor result were closely linked to a negative school climate. The study recommends that school heads should create a conducive school climate to enhance the effectiveness of their schools. Furthermore, adequate resources should be provided in rural schools in order to create an enabling climate for high student achievement.
2020
A positive school climate is a means to reducing school violence and inappropriate behaviour; and is created by students, teachers, the principals and the parents. Although the behaviour of teachers and students contribute to the kind of climate in a school, the principal’s behaviour and practices are the main determinants of the climate that exists in schools. Their behaviours and practices can hinder or foster positive school climate. This is because both the learners and teachers, among other stakeholders, look up to the principalsfor leadership, motivation and development. This paper is based on a review of existing literature on the importance of creating and sustaining a positive school climate that enhances academic excellence in secondary schools. The methodology adopted, is theoretical, as the paper engages in interpreting the relationship between the behaviours and practices of the principals, teachers and leaners, among other stakeholders in order to create and sustain a ...
Schools Climate and Student Achievement in Secondary Schools of Ethiopia
A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students' test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students' achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers' professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in
2014
First and foremost is my gratitude to God Almighty for giving me wisdom and strength to go through the course work and finally in writing of this research project. My sincere appreciation to the lecturers of the University of Nairobi, Department of Educational Administration and Planning who saw me through my course work. My special gratitude goes to my supervisors Dr. Ursulla Okoth and Mrs. Lucy Njagi for their tireless effort in ensuring this work became a success. My heartfelt appreciation goes to my children Owen Omollo Guda and Kimberly Atieno Guda who gave me easy time during my studies despite their tender age. May this research project be an eye opener to your education. I would also want to thank my husband Richard Guda Okal who gave me moral and financial support to do my studies with ease. My sincere thanks goes to my parents Joel L. Omollo Mege and Phyllis Kedogo Mege who laid the foundation for my education and have still been supportive financially and morally. To Fredrick Mege you have been a pillar to me, God bless you a lot. To Harry, Josephine, Zephaniah and Ruth Mege, your effort in making my education successful is acknowledged. Further, I wish to acknowledge my head teacher, Mr. John Olang'o Ndong'a. Your support in making my work successful is highly appreciated. To all who made this work a success, I give u special thanks. God bless you all.
2019
This paper investigates the concept of school climate and its critical value in learning and teaching in secondary schools. Besides examining the characteristic and dimensions of the concept, the paper also explores the challenges that make it paramount if effective teaching and learning is to take place. Significantly, the paper discusses the application of the concept in the context of secondary schools in Kenya. The overidding argument in the paper is that if education process is to achieve its objectives of socialization and imparting of requisite competences, then it is vital for school principals who are key stakeholders in the education process to put in mechanisms geared towards implementing a positive school climate. Key issues that need to be addressed thereof are establishment of suitable physical facilities in the schools, teaching processes and creation of a cordial relationship between teachers and students