The influence of school-culture on students’ learning in high and low performing schools in Malawi: A case study of school managers’ perspectives in central west education division.

Abstract

This research focuses on investigating the influence of school-culture on students’ learning in high and low performing schools in Central West Education Division (CWED). To this end, a qualitative research case study was used. Eight (8) Head-teachers, sixteen (16) Heads of departments, forty (40) prefects, and eight (8) PTA Executive members were sources of data of this study. To check influence of school-culture on students’ learning, semi-structured interviews were done with the Head-teachers, Heads of departments, PTA Executives and Focus group discussions were done with the prefects. The Neo-classical theory guided the study. The theory advocates consideration of welfare of the workers to achieve maximum productivity. There was thematic data analysis according to the research questions and it was established that schools do not operate in the same environments, high performing schools have effective teachers and learners hence success in the school unlike low performing schools, there are adequate teaching and learning materials in high performing schools unlike low performing schools and also the learners in high performing schools are autonomous whereas in low performing schools they rely on spoon feeding. The low performing schools can borrow a leaf from the high performing schools in order to boost performance. Key words: School-culture, students’ performance, high and low performing schools, Central West Education Division, academic achievement, secondary school.