THE INFLUENCE OF ORGANISATIONAL CULTURE ON TEACHERS’ PERFORMANCE IN SOUTH EAST PRIMARY SCHOOLS IN BOTSWANA

Abstract

The purpose of the study was to examine the influence of organisational culture (OC) on teachers’ classroom performance in South East primary schools in Botswana. This was to find the relationship between OC and academic performance, to establish how OC contributes to teachers’ performance towards their instructional practices, and to find strategies that can be used to strengthen OC in the Southeast Region Primary Schools. A Mixed methods research methodology was used. The target group consisted of 353 teachers from 18 primary schools with an enrollment of 11602 learners, in Botswana’s South East Region. Probability sampling using a simple random sampling procedure was used.  The sample used in the study was 70 out of 353 teachers from four primary schools in the South East region of Botswana.   The OC Model by Denison was applied as a theoretical framework for the study. The findings revealed that OC significantly influences teacher classroom performance and can enhance their attitudes toward instructional practices. This shows that OC is needed in schools to have a clear and consistent set of values that govern the way teachers do business in schools.  The study recommends that training in OC should be given to school leaders and teachers.