Relationship between social system components of school climate and academic performance in the HO municipality of Ghana

Abstract

This study sought to investigate the social system components of school climate that existed in high and low performing junior high Schools in the Ho Municipality and their relationship to students’ academic performance. A correlational research design research was used. Two sets of self-reporting questionnaires was used for teachers and headteachers with a reliability coefficient of .97 and .92 respectively. Data on student achievement were obtained by using as proxy the Basic Education Certificate Examinations (BECE) results from 2009 to 2013. Nineteen high-achieving and 18 low- achieving schools were purposely selected for the study. All the headteachers were used in addition to 111 teachers who were randomly selected for the study making a total of 148 respondents. The data were analysed using means, standard deviations, Mann-Whitney U test and the Spearman’s correlation. The study revealed that headteachers in high performing schools accepted and implemented ideas suggested by teachers involved pupils and teachers in school administration, made systematic frequent visits to classrooms and provide opportunity for teachers to make input on all important decisions whereas headteachers of the low achieving schools are generally not dedicated to high standards of teacher performance. Also, there is a very strong positive relationship between the social system components of school climate and students’ academic performance in the Ho Municipality. It is recommended that the Ghana Education Service should organize in-service training for heads of Junior High Schools to equip them with the leadership skills necessary to promote positive social system components of school climate.