SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN

Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school. Article visualizations:<img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" />

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Relatıonshıp Between School Clımate And Prıncıpals’ Job Performance In Secondary Schools

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n4p55 ◽

2016 ◽

Vol 12 (4) ◽

pp. 55

Author(s):

Perpetua N. Okorji ◽

Innocent C. Igbokwe ◽

Carol O. Ezeugbor

Keyword(s):

School Climate ◽

Secondary Schools ◽

Job Performance ◽

Organizational Climate ◽

School Effectiveness ◽

Sampling Technique ◽

Climate Index ◽

Self Assessment ◽

Enugu State ◽

Assessment Questionnaire

This study investigated the relationship between school climate and principals’ job performance in secondary schools in Enugu State, Nigeria. It adopted a correlational study design. Five research questions and five hypotheses guided the study. The population of the study embraced all the principals from 283 secondary schools in the six education zones of Enugu State. Out of the population, a sample of 177 principals was selected through simple random sampling technique. The instruments used to collect data were Organizational Climate Index and Principal Self-Assessment Questionnaire, adapted and developed by the researcher, respectively. The two sets of questionnaires were duly validated by experts in Measurement and Evaluation, and Educational Management and Policy. Cronbach Alpha method was used to determine the reliability coefficient of the instruments which yielded 0.83 for the Organizational Climate Index and 0.94 for the Principal Self-Assessment Questionnaire. . Pearson Product Moment correlation coefficient was used for data analysis. The findings showed among others that: there was a moderate positive relationship existing between the two variables- school climate and principal’s job performance. Based on the findings of the study, it was recommended that principals should embrace the collaborative and collegial style of administration where teachers are included and free to share ideas and concepts for managerial and school effectiveness. It was also recommended that principals should create an atmosphere that is supportive, comfortable, friendly, productive, and relaxed, to motivate students’ greater participation in learning and achieving educational goals.

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Staff Relationship Strategies and School Effectiveness in Public Secondary Schools: Depicting Kwara State, Nigeria

African Journal of Inter/Multidisciplinary Studies ◽

10.51415/ajims.v2i1.845 ◽

2020 ◽

Vol 2 (1) ◽

pp. 103-113

Author(s):

Adedapo Adetiba Atolagbe ◽

Olayiwola Raheef Oparinde ◽

Olubukola James Ojo

Keyword(s):

Secondary Schools ◽

School Effectiveness ◽

Sampling Method ◽

Research Question ◽

Strong Relationship ◽

School Principal ◽

Student Academic Performance ◽

Study Population ◽

Convenience Sampling ◽

High Level

This study examines the influence of staff relationship strategies adopted by school principals and their effectiveness in Kwara State Public Secondary Schools (KSPSS). The study population comprises principals and teachers from the 64 public secondary schools in Ilorin metropolis, where 20 were selected randomly. From each of the 20 schools, ten teachers were selected randomly using a convenience sampling method while the school principal and a vice principal in each sampled school were purposively selected. Questionnaires were used to obtain data from 240 respondents. The descriptive statistics technique was used to answer the research question while the hypotheses which were formulated were tested using Pearson Product-Moment Correlation. The result shows a high level of school effectiveness in Ilorin metropolis’ public secondary schools. Furthermore, the four hypotheses tested showed strong positive relationships between: communication and quality leadership, shared goals and school discipline, motivation and staff satisfaction, and career development or work balance and student academic performance. It was concluded that public secondary schools in Ilorin metropolis are effective and that a strong relationship exists between staff relationship strategies and school effectiveness. The study recommends that schools should improve on their organised environment to increase its contributions to school effectiveness.

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Predictors of School Effectiveness: School Culture and Climate of Sekolah Kebangsaan Malaysia

International Journal of Academic Research in Business and Social Sciences ◽

10.6007/ijarbss/v10-i11/8148 ◽

2020 ◽

Vol 10 (11) ◽

Author(s):

Thiruchelvan Koundyannan ◽

Suhaida Abdul Kadir ◽

Ramli Basri ◽

Ahmad Fauzi Mohd Ayub

Keyword(s):

School Culture ◽

School Effectiveness ◽

Culture And Climate ◽

School Culture And Climate

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ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA

Problems of Education in the 21st Century ◽

10.33225/pec/12.40.07 ◽

2012 ◽

Vol 40 (1) ◽

pp. 7-16

Author(s):

Ayodeji Olasunkanmi Abari ◽

Mubashir Olayiwola Babatunde Mohammed ◽

Idowu Olufunke Oyetola

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Organizational Identity ◽

Significant Relationship ◽

School Effectiveness ◽

Public And Private ◽

South West ◽

Pertinent Data ◽

Senior Secondary Schools ◽

Senior Secondary

The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States – Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson’s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. Key words: organizational identity, secondary school, school effectiveness.

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