The contribution of school culture to students’ academic performance: a study of public secondary schools in Tunduru district in Tanzania
| dc.contributor.author | Limia, Ausi Mkwanda | |
| dc.date.accessioned | 2019-10-28T08:35:55Z | |
| dc.date.accessioned | 2020-01-08T09:14:13Z | |
| dc.date.available | 2019-10-28T08:35:55Z | |
| dc.date.available | 2020-01-08T09:14:13Z | |
| dc.date.issued | 2014 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS LB3060.3.T34L55) | en_US |
| dc.description.abstract | This study investigated the contribution of school culture on students’ academic performance in public secondary schools in Tunduru District in Tanzania. Four public secondary schools and 40 respondents were involved in the study categorized into 4 heads of schools, 8 teachers (academic and discipline) and 28 students. The respondents and schools were selected through stratified and systematic random sampling and purposive sampling techniques. Methods for data collection included interviews, observations, focus group discussions and documentary review to obtain data related to features of school culture. Other sources included available related literature that was surveyed critically. The study revealed that features of school culture commonly present in public secondary schools were ceremonies, history and stories, vision and mission, school motto and value and beliefs, and that the heads of schools and teachers were not much or at all aware of the importance of school culture on students’ academic performance. Poor students’ academic performance in public secondary schools is partly caused by poor implementation of positive school culture. Poor implementation of school culture affects the delivery of teaching and learning process, which in turn constrained the schools’ effort to improve students’ academic performance. The findings identified that, lack of good strategies for developing positive school culture led into poor students’ academic performance in these public secondary schools. The findings further revealed that there was no education policy that guided the implementation of positive school culture in public secondary schools, however the implementation of positive school culture was done through personal initiatives of heads and staff members of the schools. The visible educational practices used in implementing positive school culture in public secondary schools involved celebrations and sports and games. The study recommends that the education policy should be reviewed; teachers and other stakeholders should participate effectively in implementing positive school culture across schools in order to improve students’ academic performance in public secondary schools. | en_US |
| dc.identifier.citation | Limia, A.M.(2014) The contribution of school culture to students’ academic performance: a study of public secondary schools in Tunduru district in Tanzania,Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4300 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Public schools | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Tunduru district | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Mafia district | en_US |
| dc.title | The contribution of school culture to students’ academic performance: a study of public secondary schools in Tunduru district in Tanzania | en_US |
| dc.type | Thesis | en_US |