The Impact of Defining School Mission on Students’ Academic Achievements at Secondary School Level in District Mardan
DOI:
https://doi.org/10.62843/jrsr/2024.3a024Keywords:
School Mission, Students, Academic Achievement, Secondary School Level, Mardan, EducationAbstract
This study examines the impact of defining school mission on students' academic achievement at the secondary school level in District Mardan, Khyber Pakhtunkhwa, Pakistan. A quantitative approach was employed to conduct this correlational survey. A structured survey instrument, consisting of 20 validated items, was used to collect data. The instrument included a seven-point Likert scale (ranging from "Never" to "Always") for the first objective and a five-point Likert scale (ranging from "Strongly Agree" to "Strongly Disagree") for the second objective. Data were collected from 335 teachers across 118 secondary schools using a stratified random sampling technique. The analysis, including Regression and Pearson's correlation, revealed a strong positive relationship between effective communication of the school mission and students' academic success. However, it was also found that the communication of school mission statements at the secondary school level in this context is often inadequate or poorly implemented, which contributes to the development of an unskilled workforce. In reflection of the findings, it is recommended that instructional leaders place greater emphasis on effectively communicating the school's mission to school staff and the community, as this is critical for achieving desired educational outcomes and ensuring student success.
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