School culture and students' academic satisfaction in private secondary schools in makindye division Kampala district

Abstract

The investigation was conducted in Makindye Division, Kampala District, specifically in private secondary schools. The purpose of the study was to explore the relationship between school culture and student academic satisfaction. The study had three objectives: to explore the association between parental involvement, learning environment, and teacher commitment, and students' academic satisfaction. A correlation design was used since this was a relational study. Data was collected from a questionnaire (N=280) and used as the primary data source. The findings revealed that there was a moderately significant and very positive relationship (r=0.816, p=0.05) between parental involvement and student academic satisfaction. Similarly, a strong positive relationship existed between the learning environment and student academic satisfaction (p = 0.516, p < 0.01), while a similar significant positive relationship was observed between the learning environment and student academic satisfaction (p = 0.513, p < 0.01). The study further revealed that there was a strong positive and significant relationship (p = 0.413, p < 0.01) between teacher commitment and student academic satisfaction. The research showed that parental involvement, learning environment, and teacher commitment had a positive correlation with student satisfaction. Specifically, parental involvement accounted for 62.3% of the variation in student satisfaction, with each one-unit increase resulting in a 0.771-unit increase in satisfaction. The learning environment explained 30.8% of the variation in student satisfaction, with every one-unit increase leading to a 0.568-unit increase in satisfaction. The commitment of teachers explained 41.5% of the variation in student satisfaction, with every one-unit increase resulting in a 0.463-unit increase in satisfaction. The regression models were significant, indicating that the relationship between these factors and student satisfaction is not by chance. Private secondary schools in Makindye Division should encourage regular parental involvement in their children's education through communication channels and workshops. The schools should invest in a supportive and conducive learning environment for students by providing adequate learning resources and extracurricular programs. Additionally, they should prioritize recruiting and retaining committed and qualified teachers by offering attractive compensation and benefits packages, providing regular training and professional development opportunities, and encouraging teacher feedback to students and parents. Finally, future research should focus on the contribution of the classroom environment, socio-economic and socio-demographic factors to student academic satisfaction, and the association between teacher attitudes and student academic satisfaction.