Abstract:
The purpose ofthis study was to assess therelationship between school cultures, climate and students
achievements in primary schools of Tarcha Town administration.To this end, correlational design was
used and both quantitative and qualitative methods were employed. 137 teachersselected by census,
and203 students by simple random sampling, 6 primary school principals by availability, 2 cluster
supervisors and 6education office experts were selected by purposive samplingand used as primary
sources of data. Secondary data sources were grade eighth students’ rostersof regional
examinationdocuments. Data for the study were collected through questionnaire, semi-structured
interview guide and document analysis. The researchers were distributed 354 questionnaires to the
selected schools and 334 were returned with a return rate of 94.4%.The revised Organizational Climate
Description Questionnaires (OCDQ- RE) and School Culture Survey were used as instrumental tool.The
data collected were analyzed by using frequency counts, percentages and mean by SPSS. The findings of
this study revealed that there is strong relationship between school culture, climate and students
achievement and there are some problems in school climate and culture related to school principal,
teachers and parents. A positive school climate and culture creates an optimal setting for teaching and
learning. On the other hand, when the school climate and culture is not good it contribute
negatively for the learning and achievement of students.This study presents a significantly useful model
to understand the impact of school climate and provides baseline information for the implementation of
the National Education Policy (2009), which focuses upon the improvement of learning environment of
the schools.The results revealed of school culture andstudents achievement relationship is (r = .55, N =
320, p<0.05), school climate andstudents achievement relationship is (r = .84, N = 320, p<0.05), and
school culture andschool climate relationship is (r = .71, N = 320, p<0.05).This indicates that the high
level of school climate and culture associated with high level of students achievementand the low
level of school climate and culture associated with low level of student achievements in the study area.
This implies that the existence of positive correlation between the variables.
