Prevailing Organizational Culture Strategies in Public Primary Schools in Rorya District Council, Tanzania (Published)
The study investigated the prevailing organizational culture strategies in public primary schools in Rorya District. The study was guided by cultural dimensions theory and organizational culture model. The study employed pragmatism research philosophy and concurrent triangulation mixed research design. The target population comprised Chairpersons of School Management Committees, teachers, and heads of schools. Questionnaires and interviews were used for data collection. To ensure validity and reliability, various strategies were implemented, including expert reviews, member checking, Cronbach’s Alpha, and pilot studies. Data analysis involved descriptive statistics and thematic analysis. Ethical considerations were addressed through obtaining approvals from relevant authorities. The study found that the organizational culture in public primary schools in Rorya District is generally perceived positively by teachers, with strong support for collaboration, shared values, teamwork, and effective communication. The culture also fosters a sense of belonging and commitment to school goals. However, areas such as continuous learning and professional development were rated slightly lower, indicating potential opportunities for improvement. The study recommends strengthening collaboration, teamwork, and a sense of belonging in Rorya District’s public primary schools while enhancing continuous learning and professional development to further support teachers and align with effective organizational culture practices.
Keywords: Organizational Culture, Public Primary, Strategies., schools
School Culture and Teacher Job Performance: A Comparative Analysis of the Perception of Teaching Staff in Private and Public Basic Schools in Ga South Municipality (Published)
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals.
Keywords: And School Culture, Job Performance, Organizational Culture