Entitled Principals and Teachers Perception of School Culture in Guji Zone Secondary Schools Oromia Regional State
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Date
2018-08
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Addis Ababa University
Abstract
This study aimed to compare the perception of school culture from principals to that of the perception of teachers in secondary schools of Guji Zone Oromia regional state. To accomplish this purpose, the study employed descriptive design. The study was carried out in six secondary schools of Guji Zone. Schools were included as sample through random sampling technique especially lottery sampling method. A total 265 teachers and six principals were included through available sampling technique. School culture Triage questionnaire was the main instrument to collect data. Additional qualitative data was gathered through open ended questions, observation and interview. Observation was employed in order to interpret the current state of school culture. To get more about principal’s belief with regard to school culture, interview was also conducted with six principals from participating schools. The focus for this study was provided through three research questions to compare principals and teacher’s school culture perception (a) what are the differences between principals and teacher’s perception regarding collaboration? (b) what are the differences between the perception of principals and teachers regarding collegiality? (c) what are the differences between the perception of principals and teachers regarding self-determination/ efficacy? School Culture Triage questionnaire was used to generate key areas of school culture (collaboration, collegiality and self-determination/efficacy) score. The analysis was carried out qualitatively. Data from principals and teachers analyzed separately, to compare the perception of school culture from principals to that of the perception of teachers. The results of this study show that the overall school culture is weak. Regarding to school culture perception the study revealed that school culture is perceived very similarly between teachers and principals but there are areas of the school culture that are perceived differently, and if improved, can lead to significant gains for teachers and student learning and achievement. Thus the research result suggests that improving school culture will increase teacher moral, teacher and school leadership cohesiveness, and increase student’s achievement.
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Entitled Principals and Teachers Perception