Influence of school culture on students’ performance in Kenya certificate of secondary education examination in public secondary schools Limuru district, Kenya
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.