School Climate, Culture, and Academic Success in Zambian Secondary Schools: A Social Identity Theory Perspective
Beatrice Mumbi Mwansa
*
Department of Education, Mulungushi University, Kabwe, Zambia.
Clement Mwaanga
Department of Business Studies, Mulungushi University, Kabwe, Zambia.
*Author to whom correspondence should be addressed.
Abstract
Education systems worldwide continue to face persistent challenges, including unequal access, inconsistent quality, and outdated curricula, which collectively hinder the attainment of optimal academic outcomes. Within this complex landscape, schools’ internal environments have become crucial factors in their success. This study quantitatively examined the complex relationships among school climate, school culture, and student achievement in Zambian secondary schools by comparing government- and grant-aided institutions. Grounded in the Social Identity Approach, this research aimed to identify the mechanisms by which a school's environment impacts its success. A self-administered questionnaire was distributed to 304 teachers from 12 secondary schools in the Kabwe District, Zambia. Structural equation modelling (SEM) was employed to analyse the data. Data were analysed using the Statistical Package for the Social Sciences (SPSS) and structural equation modelling (SEM) in Stata 18. Factor analysis and Confirmatory Factor Analysis (CFA) were conducted to assess factor loadings, examine relationships among school climate, school culture, and student academic success, and verify the reliability and validity of the constructs before SEM.
The results revealed that the school climate had a significant positive influence on school culture, with a more pronounced effect in grant-aided schools. School culture also has a direct and positive impact on student achievement, particularly in grant-aided institutions. Furthermore, the school climate had a significant and direct influence on student achievement, with a greater effect in grant-aided schools. Notably, school culture significantly mediated the relationship between school climate and student achievement, with the mediating effect more substantial in grant-aided schools. These findings suggest that a favourable school climate not only directly enhances student success but also does so indirectly by nurturing a strong, positive school culture, which subsequently becomes a key driver of student achievement.
This study offers practical implications for educational policymakers, school leaders, and teachers, providing a comprehensive plan for improvement initiatives that emphasise investing in school climate and culture to enhance student outcomes.
Keywords: School climate, school culture, academic achievement, social identity, grant-aided schools