The influence of school culture on Kenya Certificate of Primary Education Performance in Kasarani District, Kenya
The purpose of this research study was to investigate the effect of school culture in Kenya Certificate of Primary Education performance in Kasarani district, Kenya. The objectives of the study were to investigate on the role of participatory leadership on pupil’s performance in K.C.P.E, effects of obeying school rules on pupil’s performance in K.C.P.E, the effects of students lifestyle on pupil’s performance in KCPE and to evaluate to what extent guidance and counseling help on pupil’s performance in K.C.P.E. Descriptive survey design was used to conduct the study. The target population was the 24 public primary schools, 24 head teachers, and 220 teachers and 373 pupils in Kasarani district. The Krejcie and Morgan (1970) table was used to get the sample size of all the 24 head teachers and 220 teachers. Systematic sampling method was used to get the sample size of 373 pupils. The total sample size was 676 respondents of the total population. Questionnaires for head teachers, teachers and pupils were used in data collection. The questionnaires were validated through appraisal from the supervisors and education administration experts from the department and then subjected to a pilot study. The instrument was tested for reliability through test-retest technique with a reliability coefficient of 0.88 for head teacher’s questionnaire, 0.92 for the teachers’ questionnaire and 0.86 for the pupil’s questionnaire. Descriptive statistics was used to analyze data which was assembled, coded with the assistance of Statistical Package for Social Sciences (SPSS) programme. The findings of the study were that there is substantial evidence concerning the importance of participatory school leadership in creating good schools. All the head teachers indicated that they involved the contribution and input of teachers in school decision making. Discipline is major component in any school culture. Majority of the teachers stated that reduction on indiscipline cases was one of the benefits to the school in ensuring that the school rules and regulations are enforced. Another stated that improved pupils performance in examinations was a benefit of following the school rules and regulations. The results also indicated that reduction on indiscipline cases, improved performance by pupil’s adherence to rules and regulations and minimal waste of time were some of the benefits of adherence to school rules in the schools. School lifestyle encompasses atmosphere, security safety and the quality of the building which should be appropriate, adequately and devoid of any risks to the learners. All the head teachers gave the view that the pupils played a hand in influencing each others behaviour in the school. The results indicate that majority of the pupils influenced each other in both smoking and use of abusive language in the school. The other pupils influenced each other on prostitution, drug abuse and peer pressure. All the head teachers stated that truancy and theft were some common vices afflicting many pupils in all the schools in the district. Other common negative behaviour included drug abuse, prostitution, and alcoholism. All the teachers unanimously indicated that alcoholism was a major vice among the pupils in the schools. All the head teachers indicated that functional guidance and counseling departments existed in all the schools. Majority of the teachers said that the guidance and counseling department was present in the school with the other indicating that the department was in-existent in the school. The teachers gave valid reasons for the absence of guidance and counseling department ranging from lack of a responsible teacher in the school, teachers dislike the work of guidance and counseling, the department was initiated but died and it has never been initiated. The recommendations of this study are that the Ministry of Education should focus more on development of the school’s culture as a learning environment as it is fundamental to improved teacher morale and student achievement. KEMI in its school management training manual should ensure school head teachers comprehend the critical role that the organizational culture plays in developing a successful school. The head teacher should induct the new teacher on the culture of the school for the teacher to embrace the school values and norms necessary for working in school. The head teacher, teachers and all the school community should work together in induction of new teacher and pupils into the school culture. It is suggested that a comparative study on the effect of school culture in Kenya Certificate of Primary Education performance need to undertake in other districts in Kenya. A study on the effect of school culture in Kenya Certificate of Secondary Education performance should be done. It is suggested that a comparative study on the influence of induction of new head teachers by the on performance of duty in the best and poor performing public secondary schools in Kenya should be undertaken. It is also suggested that study on the influence of induction of new teachers by the head teacher on performance of duty in public secondary schools in Kamukunji district can be replicated in other districts in Kenya.