Abstract

In Malawi, there is a marked variation of performance of students in Conventional and Community Day Secondary schools in national examinations. The purpose of this study was to investigate the quality of school climate in Conventional and Community Day secondary schools in South East Education Division in Malawi to check if school climate can have an effect. The study was carried in three Conventional Secondary and three Community Day Secondary Schools. A total number of 205 students, 55 teachers, 155 parents and 6 head-teachers were involved in the study. The study used survey quantitative research method. To generate data Statistical Package for Social Scientists (SPSS) version 20 was used. Descriptive statistical techniques were used to analyse items of questionnaire. The study found that the quality of school climate varies from one school to another in terms of physical, learning resources, social and academic dimensions. The study also found that there was variation in quality of school climate in Conventional and Community Day Secondary Schools and that there is more positive school climate in Conventional Secondary Schools than in Community Day Secondary Schools and this leads to improved academic success in Conventional Secondary Schools. However, the study found that there are some areas that Conventional Secondary Schools performed negatively. The study concludes that there is need to improve quality of school climate in Community Day Secondary Schools and some areas in Conventional Secondary Schools to improve students’ academic performance. The implication is that the quality of education in Community Day Secondary Schools would be compromised and in Conventional Secondary Schools would be affected.

More details

School	: School of Education
Issued Date	: 2017

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