School climate, individual intervention, organizational commitment and the performance of secondary schools in Kyenjojo and Kabarole Districts

Abstract

This study was about school climate, individual intervention, organizational commitment and performance of schools in Kyenjojo and Kabarole districts. The purpose was to investigate the relationship between organizational climate, individual intervention, organizational commitment and performance of schools. The study was a cross sectional study designed, using both qualitative and quantitative techniques in the analysis of findings. Data was collected from 34 schools. School climate did not influence school performance. It was affected by socio-economic factors of the environment in which schools operated, technical incompetence of teachers and lack of motivation, as well as poor academic background of students. There was a strong positive relationship between school climate and organisational commitment. Teachers were not provided with adequate facilities and equipment, their pay was low, trekked long distances for work and had no adequate strategic guidance. A strong positive relationship existed between individual intervention and organizational commitment. Trainings, staff development and coaching were not provided due to lack of human resource planning, lack of sufficient financial resources and poverty among teachers. There was no significant relationship between organizational commitment and school performance. It was deduced that low levels of commitment of teachers were not responsible for the poor performance in schools. A Holistic approach involving such as training and allowing for improvement of the school monitoring systems is recommended including ensuring that parents, government and schools motivate learners. Also school monitoring system, teacher refresher training, and an education tax should be introduced.