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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/9331

Title: School culture and its implication on the education of pupils: a case of Patasi M/A Junior High School in Kumasi, Ghana
Authors: Yeboah, Rufina Birago
Issue Date: 20-Oct-2016
Abstract: The culture of schools have been widely studied and found to be a powerful force behind the education learners receive. Any attempt to improve learning in schools must take the schools’ culture into consideration. This study aimed at inquiring into school culture and its implication on the education of pupils at Patasi M/A Junior High School. This was done through the use of interviews, questionnaire, observation and document analysis. The relevant data were collected from stratified random sample of 65 pupils, 9 teachers, 5 non- teaching staff, 20 parents/guardians and 1 headmistress. The parents/guardians were conveniently sampled on a PTA meeting day. The study finds out the school’s culture with respect to its management, classroom organization and the handling of issues relating to the school’s environment. The management culture is the all-inclusive approach but the Ghana Education Service interferes with teachers’ decisions. The majority of parents/guardians do not monitor their wards’ learning at home. Teachers attend class on time and are open to all pupils although they (the teachers) do not believe in the academic capabilities of the pupils. The physical conditions of the classrooms (lighting, heat and ventilation) are not conducive for learning. The school compound is not attractive to the pupils and is also not fenced off from the community. There is largely uncontrolled trespassing. Pupils largely patronize authorized food vendors (non-teaching staff) although a few sneak out to buy food from non-authorized food vendors. The pupils’ education are both influenced positively and negatively by the school’s culture. Positive cultures include the all-inclusive management and the good time management. Negative ones include the GES interference, unfavorable classroom physical conditions and the trespassing of the school’s compound. A standard assessment of the school culture shows that the culture operating there is skewed towards the hierarchy type, iv meaning that Patasi M/A JHS is a formalized place of work. The researcher recommends more innovativeness and also a culture that is result-oriented.
Description: A thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the degree of Master of Philosophy in Art Education, 2015
URI: http://hdl.handle.net/123456789/9331
Appears in Collections:College of Architecture and Planning

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