An exploration of school cultures associated with good academic performance in two primary schools in Lesotho.

Abstract

This case study was located in the qualitative research approach under interpretive paradigm. The study explored school cultures associated with good academic performance in two selected primary schools in Lesotho, which perform well academically. It aimed to find out the types of school cultures of those schools and how they sustain their cultures. These schools are located in the Leribe district around Maputsoe area. The study was conducted by means of semi-structured interviews. Eighteen teachers were interviewed. The intention was to interview ten teachers in each school, but two teachers in Maliba School declined. Observation and document analysis methods were used for data production and verification. The findings of the study revealed several aspects involved in striving for good academic performance. There were lots of similarities in the findings in both schools. They were categorized into themes namely, time management, rituals and ceremonies, relationships within the school, teaching and learning processes; and school improvement and development. The findings revealed that subject teaching is the most appropriate technique and teachers choose subjects according to their expertise, so that every teacher imparts knowledge to learners satisfactorily. This practice also allows the adoption of various methods. Teachers manage to attempt several lessons in a day successfully. The findings revealed that openness among the colleagues is important because they disclose their problems and get assisted. The conducive environment allows dedication and commitment to work. A support from the principal and colleagues which results from good relationships empowers teachers in their work. This study recommends that the government should allow subject specialization for primary teachers and they should be trained for that. Good time management should be part of school culture as well as commitment.