Influence of school culture on students’ performance in Kenya certificate of secondary education examination in public secondary schools Limuru district, Kenya
Abstract
The purpose of the study was to investigate the influence of school culture on
student’s performance in Kenya Certificate of Secondary Education examination
in Limuru District, Kenya. The research objectives developed were: to examine
how schools’ mission and vision influence students’ performance, to establish the
extent to which induction of teachers influences students’ performance, to
determine how reward system to teachers influences students’ performance, and
to examine the extent to which teamwork among teachers influences students’
performance in KCSE examinations. The study was based on systems theory
propounded by Ludwing Von Bertalanffy in 1977. The study targeted all the 17
public secondary schools in the district. Survey sampling was adopted to get all
the 17 headteachers in the district and purposive proportional sampling to get 136
teachers as the respondents. Two questionnaires were used to collect the required
information. A return rate of 100% was achieved for both tools. The split half
Spearman's Brown coefficient of reliability was 0.79 and 0.81 for the
headteachers’ and the teachers’ questionnaires respectively. Data was analyzed
using frequencies, percentages and descriptive statistics which were generated by
the use of the Statistical Package for Social Sciences (SPSS), and presented in
tables, charts and graphs. It was established that schools’ vision and mission
statements positively influence students’ academic performance, that schools with
well structured induction programmes perform better in KCSE than those without,
that teachers in school where reward systems exist are more dedicated to their
students and that the schools with motivating reward systems perform better in
KCSE than those without. It was recommended that the Ministry of Education
Science and Technology ensures adequate training of headteachers on matters of
strategic management of schools to enable them translate their vision and mission
statements into results, That the Kenya Institute Of Curriculum Development
develops a curriculum to guide the training of headteacher and teachers on issues
surrounding the school culture including vision and mission statements, That
universities and colleges that train teachers incorporate aspects of school culture
in their curricullas and that the Teachers Service Commission ensures induction
programmes for teachers joining new schools are established and structure in all
the schools in the district. Further research was suggested on the involvement
and commitment of the school boards and management committees in the
formulation and realization of schools’ vision and mission statements, and on the
steps and the methodologies adopted by secondary schools to formulate their
vision and mission statements.
Citation
Department of Educational Administration and Planning,Publisher
University of Nairobi
Description
Master of Education in Educational Administration
Collections
- Faculty of Education (FEd) [5964]