School Climate and Effectiveness of Teachers in Universal Secondary Education Schools in Busiro County, Wakiso District, Uganda

Rashid Ahimbisibwe; Joshua Kimata Kato; Joseph Rwothumio; Wilson Mugizi

doi:10.37284/ijar.8.1.3488

Rashid Ahimbisibwe Kyambogo University
Joshua Kimata Kato Lira University
Joseph Rwothumio Kyambogo University
Wilson Mugizi Kyambogo University

DOI: https://doi.org/10.37284/ijar.8.1.3488

Keywords: School Climate, School Environment, School Engagements, School Safety, Teacher Effectiveness

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Abstract

The study examined the influence of school climate on the effectiveness of teachers in universal secondary education schools in Busiro County, Wakiso District. Specifically, the study tested whether school environment, school safety, and school engagement predicted teacher effectiveness. Using the quantitative approach, the study adopted the correlational research design. Data were collected from a sample of 210 teachers from 13 universal secondary education schools using a self-administered questionnaire. The data were analysed using descriptive and Partial Least Squares-Structural Equation modelling (PLS-SEM) using SmartPLS. Descriptive results revealed that teachers indicated that their effectiveness was high and the school climate was good. Structural equation modelling revealed that while school engagement positively and significantly predicted teacher effectiveness, school environment positively and insignificantly predicted teacher effectiveness, and school safety negatively and insignificantly predicted teacher effectiveness. It was concluded that school engagements are a significant requirement for teacher effectiveness, while school environment and school safety were not. The study recommended that school administrators, such as head teachers, need to promote more school engagement and less school environment and school safety in order to promote teacher effectiveness

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