The Impact of School Organizational Health on the Students‟ Academic Achievement (A Case Study of District Tando Allahyar)

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Kamleshwer Lohana
Imdad Ali Khuwaja


Pakistan is a developing country where the public is mostly deprived of quality education. All in all educational institutes in Pakistan do not meet international standards and also do not improve literacy and the rate of learning. The current situation of primary education is harmful and public sector schools do not meet the needs of communities significantly. There is a range of issues associated with the schools of Sindh which include Social Factors, Technological Educational Management and School Organizational Health. In this regard, the present research was conducted in the District of Tando Allahyar, of the aspect of School Organizational Health along with its five dimensions (Institutional Integrity, Collegial Leadership, Resource Utilization, Teacher Affiliation, and Academic Achievement Standards) in Sindh. In this research three objectives were achieved; firstly, the situation of School Organizational Health in Government Schools was determined by descriptive statistics which showed that Resource Utilization and Institutional Integrity are the most ignored dimensions among the five dimensions of School Organizational Health. Secondly, the Pearson correlation showed that Institutional Integrity and students Academic Achievement is statistically significant negatively correlated. The final objective was achieved by determining the statistical difference between the School Organizational Health of government schools and private schools which showed that the there is a significant difference, as means score of private schools is higher than that of government schools. To sum up, the Resource Utilization and Institutional Integrity may be focal points when planning the strategies, Government schools need to focus on improving the School Organizational Health and students‟ Academic Achievement, by consideration goal sharing, clear objectives, setting clear academic achievement standards, providing resources, building trust among teaching staff, and protecting the school from external negative influence.

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