Organisational climate, organisational learning, innovation and academic achievement in government aided primary schools in Kampala District

Abstract

This study focused on examining the relationship between Organizational Climate, Organizational Learning, Innovation and Academic Achievement in public primary schools in Kampala district. This study was driven by the consistent decline in the Academic Achievement of pupils in public primary schools and yet lower level education is the foundation for higher level education and human resource development for the country. A sample of 59 schools from all the five divisions in Kampala were considered, of which 34 (58%) provided complete data for the study and a cross sectional survey design was used. Primary data was collected from respondents using a structured self administered questionnaire. Data on academic achievement was obtained from the Uganda National examinations Board (UNEB) database .Data was analyzed using SPSS with focus on Pearson’s correlation coefficient, regression analyses and ANOVA tests. Results showed strong significant relationships between study variables, with Organizational Learning being strong predictor of academic achievement. The findings also indicate that Organizational Climate, Organizational Learning, and Innovation combined explain up to 37.7% of the variance in the Academic Achievement. It was concluded that Innovation significantly predict the high level of Academic Achievement compared with school climate It was recommended that education managers and policy makers should allow some degree of flexibility in public primary schools which can promote innovations as opposed to the need to follow strict policy guidelines initiated by the Ministry of Education and Sports.