Browsing by Author "Mersha, Desta"

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    The Relationship between School Climate and Student Academic Achievement in the Secondary Schools of Addis Ketema Sub-City
    (Addis Ababa University, 2019-05) Mersha, Desta; Zeleke, Seleshi (PhD)
    This study examined the relationship between school climate and student achievement based on teachers‟ perceptions of school climate in two secondary schools of Addis Ketema sub-city. To conduct the study, correlation design was employed; purposive and random sampling technique was used to select the sub-city and the sample schools respectively. Moreover, availability sampling technique was applied to select participant teachers. Organizational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students‟ test scores at the Ethiopia General Education Leaving Certificate Examination (EGSLCE) in the year 2016/17. One hundred sixty teachers and archival data of 1354 students were involved in the study. The school climate index description questionnaire was the main data gathering instrument for this study. Frequency, percentage, mean, standard deviation, t-tests and two-way-ANOVA were used to analyze the collected data. The result of this study showed that Addis Ketema sub-city secondary schools have poor school climate, but has a positive relationship with students‟ academic achievement. Teacher professionalism, collegial leadership, academic press and community engagement from highest to least respectively have significant relationship with student academic achievement in general. The finding further reveals that a school with larger size has small, but not exaggerated effect on student achievement. In performing this study, the researcher found that, the overall school climate index and the subscales (collegial leadership, teacher professionalism, academic press and community engagement) of the two schools is less than 4 (which is „quite a bit‟); that implies the two schools had poor school climate and is not conducive for the teaching learning process. It is recommended that school leaders should design school improvement plans that involve the school climate construct. Principals in particular need to be mindful that the climate of a school significantly affect achievement