School Climate as a Determinant of Pupils’ Academic Performance in Public Primary Schools in Marani Sub-County, Kenya

Abstract

The purpose of this study was to investigate on school climate as a determinant of pupils’ academic performance in public primary schools in Marani Sub-County, Kenya. The objectives for this study were to find out the status of school climate and determine influence of school climate on pupils’ academic performance in public primary schools in the Sub-County. The study utilized descriptive survey design. The target population was 317 Standard Eight teachers, 64 head teachers and 64 Boards of Management chairpersons in 64 public primary schools. Stratified random sampling technique was used to select schools and categories of respondents. The sample size was 95 Standard Eight teachers, 19 head teachers, and 19 BoM chairpersons which represented 30% of the target population. Questionnaire and interview schedule were used to collect data from the teachers, head teachers and BoM chairpersons. Document analysis was carried out at the County Director of Education Office, Kisii County to assist in extracting KCPE examination mean scores of pupils. Quantitative data was analyzed using descriptive statistics (frequencies, percentages and means) while qualitative data was arranged into categories and interpreted based on themes derived from research objectives. The study revealed that there were inadequate teaching and sanitary facilities in schools; negative pupil-teacher relationship; inadequate facilitation of teachers to attend capacity building programmes; and minimal involvement of teachers and pupils in decision making in schools. The study further established that schools’ climate was not conducive and it negatively influenced pupils’ academic performance. Based on the results, it was recommended that schools should be facilitated to construct enough physical facilities, strive to create a healthy and childfriendly learning environment through cultivation of warm pupil-teacher relationship and embracing participatory decision making, and ensure teachers’ professional development is enhanced.