Organisational culture and its influence on academic performance in public basic schools in the Jomoro Municipality

Organisational culture plays a key role in the general behaviour of employees within the organisation. When schools values, beliefs, behaviour patterns, practices, rituals and customs target prospects that enhance school goal attainment, the members of the school work in the direction of achieving school outcomes. Headteachers are therefore to ensure that schools outcomes are achieved with their leadership abilities. The purpose of this study was to examine the organisational cultures in the Jomoro Municipality public schools. Specifically, the study sought to establish prevailing cultures in school, how these cultures affect pupils‘ academic performance, challenges headteachers face in their quest to ensure positive culture and the support needed by headteacher to accomplish that. Sequential explanatory mixed-method design, underpinned by pragmatism, was employed for the study. Census frame was used to involve all 124 headteachers in the quantitative phase of the study, while maximal variation sampling technique was employed to select 15 headteachers for the interviews. A questionnaire was used to gather data for the quantitative phase of the study, while an interview schedule was used to collect qualitative data for the qualitative phase. The quantitative data was analysed using descriptive statistics such as percentages, means and standard deviations, while the qualitative data was transcribed and used to support the discussion where necessary. The study revealed that pupils absenteeism during some seasons affect performance of the pupils. The study also revealed that there was difficulty in getting the P.T.A in meeting to address pertinent issues and discuss way forward for positive culture creation. The study further revealed that headteachers assume collaborating with other teachers in carrying on activities but checks revealed that teachers were not actually involved but was just informed. Headteachers who involved other teachers create a positive culture for improving school and vice versa. The study concluded, among others that teachers should be fully involved in planning and discussion of activities that create positive culture. Teachers own new changes when they are involved in the discussion of planned activities with their inputs and opinions respected by the headteachers. The study also concluded that limited or irregular funds to carry out activity, unsupportive nature of other staff towards change initiated, difficult in bringing an end to students‘ absenteeism and culture of familiarity are some challenges face by headteachers in ensuring positive culture. The study recommends, among others, that headteachers in the Jomoro Municipality should use their leadership skill to create a culture aimed at improving schools to enhance the academic performance. It is also recommended that headteachers‘ should relate well with chiefs, elders and the community, their relationship should be intensified taken into consideration their role of transformative leadership. Headteachers should study and understand the culture of the people through orientation and induction of headteachers‘ in the community by the P.T.A and S.M.C to help them settle well before initiating change activities.

Source: UEW