ABSTRACT school in Tanzania (de Waal & Chachage, 2009).

ABSTRACT

Students academic achievement is a
plan and vision that related to high performance organizational framework
(HPOFramework) to its academic effectiveness and efficient. According to Waal
(2008), The HPOFramework factors are Management Quality, Openness and
Action-Orientation, Long term Orientation and Continuous Improvement and Work
force quality (de Waal, 2008).According to de Waal (2008), the tremendous
organization achievement in performance is 85% or higher. The average score of
these variables to JECAS schools is between 30% to 85% which indicate that some
variables are being applied well while others need further interventions.

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According to de Waal & Chachage
(2009), In the past few years, schools in Tanzania have been searching for the
elements that constitute continuous schools academic achievement equiped by
best teachers, students and Head of schools. The aim of the study is to
identify whether the high-performance organisation HPOframework could help a
secondary school to become one of the first high-performance educational school
in Tanzania (de Waal & Chachage, 2009). The resulting HPO framework was
applied at JECAS DODOMA, to identify the HPO status of the schools and to
determine the required improvement actions

The
study was done at JECAS-DODOMA which includes Huruma Girls, Bihawana School,
Saint Peter Clever, Maria de mattias and Selasian school. It intended to assess the applicability of  HPO factors influencing high academic
performance to
students. Both theoretical
as well as empirical literature reviews were made. The conceptual framework signifies the
use of both independent and dependent variables.  Independent variables were workforce quality,
management quality, openness and action orientation, continuous improvement, and long term committement of work
teachers and other staffs.
The dependent
variable was students academic achievement.

The
design of the research was based on descriptive design whereby data was collected from selected sample area. The total population of teachers and students in these
schools were 220 which was calculated as 10% of all targeted.
Simple random sampling technique was used to select male and
female respondents. The findings of the study show that the
largest group of the respondents was aged between 10 and 25 years old and they
were 88.6% followed by 26 and 50 years old (6.4)% and then 51 to 70 years old
(2.7%) of the population. Among the respondents ,44.1%  were male and 55.5% female.

The  multiple responce analysis indicated that different
factors had an influence on  students
academic performance. The students academic achievement was a leading factor
respondents to agree with because 60% of the respondents agreed that the school
management is always focusing to achieve better in academic. There was also the
applicability of long-term commitment which has 49%. The application of
workforce quality has 48%, and the practice of opennes and orientation as well
as the applicability of management quality have similar score 44%.

The
indication of these scores suggest that school management should work hard as
well as incoporate high performance organization framework to their management
style. Schools should have strategies and processes which are known to all
school community for better results.

A multiple linear regression was calculated to
predict and determine the relationship between independent variables againt the
dependent variable. Continuous improvement scores is positively and significantly
correlated with students academic achievement with correlation scores of .289,
Openness and action orientation scores is positively and significantly
correlated with students academic achievement with correlation scores of .258,
Management quality scores is positively and significantly correlated with
students academic achievement with correlation scores of .289, Workforce
quality scores is positively and significantly correlated with students
academic achievement with correlation scores of .382 and lastly, long-term
committments scores is positively and significantly correlated with students
academic achievement with correlation scores of 1.000.

The
findings show that HPO framework can actively be used in Tanzania to improve
academic achievement of Tanzanian schools. The results of the study show that
it is possible to identify factors that determine continuous school success in
Africa, and that Head of schools can be offered a framework that adds focus to
improvement (de Waal & Chachage,2009).

Further
research should be conducted after five years so that they can explore the
application of HPOFramework factors, the results obtained shall be compared to
this study.

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