School culture and school effectiveness in jimma zone Governmental secondary school

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.