The Influence of School Climate on Secondary Schools’ Performance in Mvomero District, Morogoro, Tanzania

Nkuba, Leonid Leopold (2015) The Influence of School Climate on Secondary Schools’ Performance in Mvomero District, Morogoro, Tanzania. Masters thesis, The Open University Of Tanzania.

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Abstract

This study assessed the climate of eight secondary schools in Mvomero district, Morogoro. It also examined the relationship and influence between school climate and students’ academic achievement. The study employed quantitative approach within ex post facto research design using three climate questionnaires for secondary schools. A random sample of 160 teachers was drawn, however, only 74 teachers responded to the research tools. The study revealed that the climates of all secondary schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a significant strong positive correlation (r = 0.821, p < 0.05) with division II and (r = 0.868, p < 0.01) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = - 0.779, p < 0.05) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887, p < 0.05) with division IV, while initiating structure showed a strong positive correlations (r = 0.824, p < .05) with division I. Lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong significant (r = 0.848 and r = 0.860, p <0.05) correlation with division I and II, respectively. In testing whether the school climate predicts school performance, the study indicated that some of the variance in division categories can be explained by school climate. Surprisingly, all school climates did not significantly correlate with division categories. However, on using the beta weighting, there were noticeable effects (weak to strong) of independent variables on dependent variables. This study showed that, students’ academic achievement is related and influenced by the school climate. Therefore, school climates need to be conducive or positive as necessary for the survival and well-being of such schools.

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