Influence of school climate on pupils’ performance at Kenya ertificate of primary education in Central division of Machakos district, Kenya
This study sought to establish the influence of school climate on pupils’ performance at Kenya Certificate of Education (KCPE) in public primary schools in Central Division of Machakos district in Kenya. The specific objectives of the study were: To determine the extent to which the state of school infrastructure influence KCPE performance in Machakos county, To analyze how adequacy of teaching/ learning resources influence KCPE performance in Machakos county, To determine how interpersonal relationships in school influence KCPE performance in Machakos county, and To establish safety precautions in school that influence KCPE performance in Machakos county. The study was guided by Systems Theory. Stratified sampling was used to get the sample schools. The schools were stratified according to the zones which make up zone Central division; Muvuti, Mumbuni and Mutituni. The sample schools were categorized according to 2012 KCPE performance. Schools that performed well were categorized as category A, thosethat performed averagely were category B, and the low performing were category C. Two schools from each category were randomly selected. The study targeted sixty nine public primary schools.Eighteen schools which comprised of 500 respondents were used for the study. Questionnaires and observation schedules were used to collect data. Correlational study was used to investigate the influence of school climate on pupils’ performance at KCPE in public primary schools. The study revealed that the state of school infrastructure, adequacy of teaching/learning resources, interpersonal relationships and safety measures when put in place can influence KCPE performance. The study revealed that 62% of the respondents preferred that their school infrastructure required urgent improvement, 83% preferred their teaching/learning resources needed urgent improvement, 61% preferred that their interpersonal relationships needed urgent improvement, and 41% preferred urgent safety measures. The study revealed that the headteacher’s age and educational level do not influence a school climate but a headteacher’s period in a work station greatly influenced a school climate. The study recommended that stakeholders should improve the state of school infrastructure, provide adequate teaching/learning materials and put proper safety measures in place in order to improve school climates in the public primary schools. Head teachers should also create healthy and constructive interpersonal relationships among the school community members in order to improve school climates. The study recommended the following areas for futher research : i) To find out other factors that may be indicators of school climate. ii) To find out how head teachers influence school climate. iii) To establish influence of school climate in well performing, average and low performing public and private primary schools in other counties in kenya. iv) To establish influence of school climate in well performing, average and low performing private primary schools in other counties in Kenya v) To establish influence of school climate in well performing, average and low performing public secondary schools in other counties in Kenya.