ISSN 2360-7963
Abstract
This study examined the impact of school culture on students' academic performance in private secondary schools in Ogun State, Nigeria. The research adopted a quantitative approach and utilised structured questionnaires distributed to a representative sample of teachers. The design used for this study is a correlational research design which can be used to measure relationships. The population was 45000 teachers of private schools in Ogun State. The sample size for this study is 440 teachers, which was determined using Taro Yamane’s formula for sample size calculation. A multi-stage sampling technique was employed to select the sample for the study. The instrument for data collection was questionnaires structured according to the purpose of the study and research questions titled ‘Impact of Culture on Students’ Academic Performance Questionnaire (ICSAPQ). The face validity of the instrument was determined by five (5) experts from the Department of Educational Administration and Planning and Measurement and Evaluation, Faculty of Education, Paul University, Awka. The reliability of the instruments was determined using the split method of reliability using the Cronbach Alpha reliability test, and a reliability index of 0.70 was obtained, making the instrument reliable. Collected data were collated and coded with the use of the Special Package for Social Sciences (SPSS) version 23. Data were analysed using mean and standard deviation to answer research questions. The null hypotheses were tested using the t-test and the Pearson product moment correlation coefficient (PPMCC). Findings revealed that positive school cultures were prevalent and found to contribute substantially to students’ academic performance. Recommendations were that educational authorities should develop policy guidelines that encourage adaptive school culture suitable for varying school needs, among others.
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Keyword: School Culture, Transformational Leaders, Transactional, Laissez-Faire Leaders