Exploring the Influence of School Culture and Climate on Learner Achievement: A Qualitative Study of Secondary Schools in Kabwe District, Zambia
Beatrice Mumbi Mwansa *
Department of Education, Mulungushi University, P.O. Box 80415, Kabwe, Zambia.
Clement Mwaanga
Department of Business Studies, Mulungushi University, P.O. Box 80425, Kabwe, Zambia.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study examined how school culture influences the relationship between school climate and learner achievement, focusing on a comparative analysis of grant-aided and government secondary schools in Zambia’s Central Province. The research was motivated by ongoing performance disparities between the two types of schools, despite their adherence to the same curriculum, prompting an investigation into institutional factors, particularly leadership and resource availability.
Study Design: The research used a qualitative multiple-case study approach grounded in an interpretivist paradigm to explore stakeholders’ experiences and perspectives on school culture, climate, and learner achievement.
Location and Duration of Study: The study was conducted in 12 secondary schools (six grant-aided and six government) in Kabwe District, Central Province, Zambia, from July to December 2024.
Methodology: Data were collected through semi-structured interviews with head teachers and Parent–Teacher Association (PTA) members, as well as focus group discussions with learners. Purposive sampling identified 156 participants, including 12 head teachers, 24 PTA members, and 120 learners, with the sample size determined by data saturation. Data analysis involved thematic coding using the open, axial, and selective coding stages. Trustworthiness was established through triangulation and member checking.
Results: The findings indicate that grant-aided schools possess cohesive cultures, transformational leadership practices, higher teacher commitment, and better resource availability, all of which promote strong learner identities and improved academic outcomes. In contrast, government schools tend to have fragmented identities, stemming from bureaucratic constraints, indiscipline, low teacher morale, and inadequate resources, collectively impeding learner achievement.
Conclusion: The study concludes that strengthening school leadership, fostering inclusive and collaborative school cultures, and implementing climate reforms, particularly those that enhance psychosocial support and stakeholder involvement, are vital for improving learner achievement, especially in government schools. The study also advocates for further longitudinal research to track how school culture develops and influences learner outcomes.
This study explores how school culture influences the relationship between school climate and learners.
Keywords: School culture, school climate, learner achievement, Zambian education, grant-aided schools, government schools, institutional factors, social Identity theory