Abstract:
Organisational culture plays a key role in the general behaviour of employees within
the organisation. When schools values, beliefs, behaviour patterns, practices, rituals
and customs target prospects that enhance school goal attainment, the members of the
school work in the direction of achieving school outcomes. Headteachers are therefore
to ensure that schools outcomes are achieved with their leadership abilities. The
purpose of this study was to examine the organisational cultures in the Jomoro
Municipality public schools. Specifically, the study sought to establish prevailing
cultures in school, how these cultures affect pupils‘ academic performance, challenges
headteachers face in their quest to ensure positive culture and the support needed by
headteacher to accomplish that. Sequential explanatory mixed-method design,
underpinned by pragmatism, was employed for the study. Census frame was used to
involve all 124 headteachers in the quantitative phase of the study, while maximal
variation sampling technique was employed to select 15 headteachers for the
interviews. A questionnaire was used to gather data for the quantitative phase of the
study, while an interview schedule was used to collect qualitative data for the
qualitative phase. The quantitative data was analysed using descriptive statistics such
as percentages, means and standard deviations, while the qualitative data was
transcribed and used to support the discussion where necessary. The study revealed
that pupils absenteeism during some seasons affect performance of the pupils. The
study also revealed that there was difficulty in getting the P.T.A in meeting to address
pertinent issues and discuss way forward for positive culture creation. The study
further revealed that headteachers assume collaborating with other teachers in
carrying on activities but checks revealed that teachers were not actually involved but
was just informed. Headteachers who involved other teachers create a positive culture
for improving school and vice versa. The study concluded, among others that teachers
should be fully involved in planning and discussion of activities that create positive
culture. Teachers own new changes when they are involved in the discussion of
planned activities with their inputs and opinions respected by the headteachers. The
study also concluded that limited or irregular funds to carry out activity, unsupportive
nature of other staff towards change initiated, difficult in bringing an end to students‘
absenteeism and culture of familiarity are some challenges face by headteachers in
ensuring positive culture. The study recommends, among others, that headteachers in
the Jomoro Municipality should use their leadership skill to create a culture aimed at
improving schools to enhance the academic performance. It is also recommended that
headteachers‘ should relate well with chiefs, elders and the community, their
relationship should be intensified taken into consideration their role of transformative
leadership. Headteachers should study and understand the culture of the people
through orientation and induction of headteachers‘ in the community by the P.T.A and
S.M.C to help them settle well before initiating change activities.
Description:
A thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, submitted to the
School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba