Abstract:
This study's primary goal was to evaluate the school climate and academic performance in
Jimma Zone's government secondary schools. The study used a quantitative research
methodology, namely a corelational design. The survey had 133 respondents in total (119
instructors, 7 principals, and 7 vice principals). Principals were chosen using the census
sampling methodology because of their manageable quantity and the requirement for them in the
topic under investigation, whereas teachers were chosen using the simple random sampling
strategy because it was the way utilized to get representative of a big population. Data were
gathered via a questionnaire. Data collected through a questionnaire were computed using SPSS
version 23 and then analyzed and interpreted using descriptive and inferential statistics (Mean
and standard deviation, correlation, and regression). Collegiality and collaboration were the
dominant school cultures among the six dimensions, according to analyses of the research
findings. Additionally, the study school gave a level rating to teaching effectiveness and high
expectations, two of the five dimensions of school effectiveness.Additionally, there is a strong
overall positive association between all of the school culture variables and all of the school
effectiveness variables. Additionally, it was established that the school culture aspects of
transformational leadership, shared planning, and professional value were important predictors
of school effectiveness. The study also recommended further actions that may be performed to
improve school culture and school effectiveness. Based on the study's findings, there is a strong
need for government to improve the quality of education and for teachers to develop methods to
change.
