SCHOOL CULTURE AND ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN AWENDO SUB-COUNTY, MIGORI COUNTY, KENYA

Abstract

ABSTRACT The study sought to investigate the school culture and academic performance of students in public secondary schools in Awendo Sub County, Migori County, Kenya. The questions which underpinned this study include: Which are the school culture dimensions that influence students' academic performance in public secondary schools in Awendo Sub-County? How is students' academic performance in public secondary schools in Awendo Sub-County influenced by school culture dimensions? What challenges do public secondary schools in Awendo Sub-County face in nurturing school culture dimensions that affect student’s academic performance? How can the challenges experienced in promoting positive school culture by the public secondary schools in Awendo Sub-County be addressed? The researcher used the Social Cognitive Learning Theory of human cultural and bio-social development by Vygotsky to support the study. She further adopted a mixed-method design to undertake the research. The study targeted 26 schools (principals), 240 teachers, and 1920 form four students and one Sub-County Quality Assurance and Standards Officer (SQASO), while the study sample included 12 schools (principals), 78 teachers, 192 forms of four students and one SQASO selected through purposive and probability sampling techniques. Questionnaires and interview schedules aided the collection of data. Quantitative data was obtained from questionnaire while qualitative data was obtained from interview. The study revealed that schools regularly conducted staff meetings, held assemblies periodically, and participated in extracurricular activities. However, the schools failed to emphasize the use of English language in teaching, did not administer CATs and did not give students homework regularly. The schools also rarely held academic and prize-giving days; the teachers and students had a poor attitude towards teaching and learning. The school discipline was also low. All the listed school culture dimensions influenced students’ academic performance. The study concluded that lack of community support, financial constraints, indiscipline, principals’ high handedness, low parental concern for children’s education, teachers’ and students’ negative attitude, and students’ low academic orientation and expectations impeded creating positive school culture. The study recommended increased government financial support to schools, enhanced community involvement in management of schools, more collaborative principals’ leadership style, embracing restorative disciplinary approaches, and enhanced mutual interaction between teachers and students to overcome barriers faced in creating positive school culture. The study suggested further research on school culture and pupils’ examination achievement in private or public primary schools in Awendo SubCounty.