Effects of Shool Culture in Promoting Teachers Job Performance in Secondary Schools of Borena Zoneoromia Regional State
Year: 2025
Type: article
Abstract: The main objective of this study was to assess the effects of school culture in promoting teacher job performance in secondary schools of Borena Zone. The study is planned 5 woreda’s secondary schools of Borena Zone, by stratified simple random sampling techniques. To conduct this study a concurrent design with mixed method approach was employed. This study was focused to observe the studies the level of school cultures and identifies the dominant school culture in the current situation in secondary schools of Borena zone. Significance of the study might help the stakeholders strive to strengthen the current school culture for the areas of dominant characteristics, by filling the gaps and problem the researcher was treated questioners for 641students, 139 academic staffs, and 20administrative staff, interviews with 5school principals were conducted(include the sample). The data were analyzed using spss, percentage, mean, standard deviation, and one way ANOVA. The analysis began with checking all the filledin questionnaires. Finally, the findings showed that administrative staff, academic staff and student respondents perceived at each secondary schools in Borena Zone to be Clan culture in the current situation. It was concluded that in the current situation the schools in Borena Zone are a very personal places to work. Leadership in the schools was generally considered to exemplify mentoring, facilitating, or nurturing. The management style in the schools was characterized by teamwork, consensus, and participation. Therefore, it is recommended that each secondary school in Borena Zone ought to take different measures such as community participation on school issue, awareness creation, and policy revision to improve its both culture types
Author: ALEMNESH BIRHANU
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6944665162
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