Influence of School Climate on the Academic Performance of Secondary School Students in Ikpoba-Okha Local Government Area, Edo State
Chapter One
Objectives of the study
General objectives
The general objective of the study was indented to identify the entire school climate and performance difference among the private and government selected secondary schools at Ikpoba Okha Local Government Area and to indicate the possible ways that enable the institutions to narrow the gap in organizational effectiveness.
Specific Objectives
- To identity factors affecting school climate that are observable in both type of secondary
- To identify the actual performance gap between the schools
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual frame work
Conceptual definition of school climate
(Struwig& Smith, 2002).Bagraim (2001) states that there is no single universally accepted definition of the term ‘corporate climate’. The original significant work regarding this concept was published in 1951 (Bagraim, 2001). A variety of definitions rapidly emerged, as many authors used the concept without much elaboration. Barney (1996) adds that few concepts in organizational theory have as many different and competing definitions as school climate.
School climate can also be seen as the set of values and principles that are shared amongst individuals in a particular organization. These values influence the way in which the members of the organization relate to one another and to the external environment (Black, 2004).
Collins and Porras (2000) reported that school climate refers to, “shared meaning held by members that distinguish one organization from other organization” (p. 38). On the same note, Arnold (2005) defined school climate “as the, distinctive norms, beliefs, principles and ways in which of behaving that combine to give each organization its distinct image” (p. 625).
Denison (1996, p. 654) asserts that climate is “the deep structure of the organizations, which is rooted in the values, beliefs and assumptions held by organizational members”. When reference is made to school climate, it refers to the meanings inherent in the actions, procedures and protocols of organizational commerce and discussion. James et al. (2007, p. 21) describe climate as “the normative beliefs and shared behavioral expectation (i.e. systems values) and shared behavioral expectations (i.e. system norms) in an organization”.
Theoretical literature
The theoretical review will cover the below theories related to performance and organization climate. This study is based on three major theories namely, The Schein’s theory of school climate, Theory X and Theory Y by McGregor, and the theory of Open-Book Management by John Stack.
Schein’s theory of school climate
Schein’s model of school climate is not only one of the most cited climate models but also one that serves a high degree of abstraction and complexity reduction. It mainly consists of three domains: basic underlying assumptions, espoused values, and artifacts. She distinguishes between observable and unobservable elements of climate. It therefore becomes clear that there is a certain hierarchy between these domains..
Artifacts are the surface level of an school climate, tangible, easily seen and felt manifestations such products, physical environment, language, technology, clothing, myths and stories, published values, rituals and ceremonies, etc.
Espoused beliefs and values are the next level of organizational climate, including strategies, goals, shared perceptions, shared assumptions, norms, beliefs and values instilled by founders and leaders.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Research Design
To undertake this study, convergent mixed method design was used. According to Creswell (2012), the purpose of a convergent (or parallel or concurrent) mixed methods design is to simultaneously collect both quantitative and qualitative data, merge the data, and use the results to understand a research problem. A basic rationale for this design is that one data collection form supplies strengths to offset the weaknesses of the other form, and that a more complete understanding of a research problem results from collecting both quantitative and qualitative data.
The research investigates the existing school climate difference among the private and government secondary schools of Ikpoba Okha Local Government Area. Attempt was also made to assess factors that caused the difference between these schools.
Population Samples and Sampling Technique
The Population and Sample Size
Out of 9 government and 5 private secondary schools of the aforementioned Ikpoba Okha Local Government Area in order to conduct this study, the researcher purposively selected two secondary schools from the government and two from the privates. The researcher did this selection considering their representativeness due to their experience (selected school have more than 35 years experience) In these four schools, there were 4 principals, 113 secondary school teachers and 2 secondary school supervisors at the sub city level.
CHAPTER FOUR
RESULTS AND DISCUSSION
Characteristics of the Respondents
Table 2. Respondents by sex
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Finding
As already indicated in chapter one the purpose of the study was to assess and compare the existing school climate, the performance gap which are observed in the schools, the factor affecting student performance of government and private secondary schools in Ikpoba Okha Local Government Area and eventually to forward some possible solution
The following basic questions were to be answered
- Is there any significant difference between private and government schools students’ academic performance?
- What performance gaps are observed in government and private secondary schools?
- What are the factors affecting climate difference between private and government schools?
Based on the analysis the major findings of the study were summarized as follows:
The finding of · the study reveals that the participation of female teachers was 39 (54.9%) in government and 2(4.8%) in private schools. in private school the participation of female is less. With regards to the qualification of teachers, 52 (73.2%) from government secondary schools had B.A/Bisk degree, while 29(69%) from private secondary schools had B.A/B.Sc. They full file the requirement.
Concerning the age composition of the teachers, 42(59.2%) from government and 22(52.4%) from private schools were in the age range of 25-31.this implies that both schools have younger employment; it gives chance to schools to use them properly.
The length of service year of teachers at present school was relatively better in private school than government schools. The private schools make advantages from their experiences.
Concerning the dominant characteristics of the schools out of the four items of the table that deals with the dominant characteristic of the schools, only in the fourth item (the organization is a very controlled and structured place) the government secondary schools are slightly better than the private one. But in terms of other three items the private schools are significantly in better position than the government schools. Concerning to the leadership of the schools both groups remained neutral on whether it is result oriented focus. But in other three items of the section, the private schools leadership is better than their government counterpart.
The finding result implies that, more than the government secondary school teachers the private secondary schools teachers are innovator. This helps them to improve their professional skill and contribute their own stake in the organization improvement.
In terms of utilizing team work, both private and government secondary schools have somewhat similar characteristics.
In relation to the glue or bondage factors, that holds the schools community together, in all four items, the government schools status is less than their private counterpart.
The clan climate which means high trust among the employees and between the employees and the school management, highly preferred by both types of schools.
Conclusion
The research aim is to assess academic performance of students, gaps observed and the factor affecting climatic difference between private and government selected schools. Based on quantitative and qualitative analysis of gathered data it can be concluded that there is gapes between private and government schools.In addition to this there are factors affect school performances .
The Data showed, majority of students who did not score pass result were from government secondary schools. The range in between is 45.3%, 47.6%, 41% from the year (2008-2011) respectively. The result indicates that large moderate gapes between private and government schools are observed. This gap needs further investigation.
Majority of government schools have a limitation utilizing their effort towards their work comparing to private schools.
Private school is better in developing good name, parent satisfaction and competition with government ones.
Exposure to mass media and peer pressure affects government schools more than private schools.
Satisfaction on student result, providing learning facilities , high number of student and negative feeling to the subject they are learning, teachers motivation are both types of schools limitations
Private school has a limitation on providing enough class for their students and keeping the environment Government schools have a limitation in area of follow up, correct student absenteeism and Teachers quality
Private school is better in providing tutorial continuously, apply active learning approach, frequently checking students work, and apply continuous assessment and giving respect to teachers properly
Affecting factor like environment of the class and providing enough class for students is a drawback for private schools
Additionally, even though they are in equal or often times in better status in terms of resources like finance, labor force and logistics, they are not as efficient in utilizing their existing resource as their private counterpart.
Recommendation
After examining the existing school climate of Ikpoba Okha Local Government Area both private and government secondary schools, the research has identified the gaps and defined solutions that could bridge the identified gap and pave the way towards building an school climate that make the respective schools particularly the government schools effective. Here, it is necessary to notify that, since the private secondary schools of the sub city are better than their government counterpart much of the recommendation is towards them.
The student performance should be improved if the administration of the schools builds a strategy in handling the problem, taking corrective measurement to adopt them self to change and providing learning facilities.
The student should perform well if they are properly guided by the parents and also by their teacher.
Schools should give concentration to build their competitive climate to handle the affecting factors of performance of students.
Students needs to get depth and wide ethical advice by psychologies or guidance and counselor to enable them to give fond of their subject and keep them from peer pressure schools should use their resources particularly the human resource efficiently
The government bodies which are concerned for education sector also should take necessary measure in order to narrow the gap between the two types of schools
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