About this paper

Appears in:
Pages: 4812-4818
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

HOW INTERNAL SCHOOL STAKEHOLDERS' INTERPERSONAL RELATIONSHIP DYNAMICS DIFFERENTLY INFLUENCE STUDENT ACADEMIC PERFORMANCE WITHIN COMPARABLE CONTEXT

O.K. Shonubi

University of Johannesburg (SOUTH AFRICA)
Interpersonal relationship amongst stake-holders within an organization undoubtedly determines the extent of team building, cohesion, fulfilment of collective shared agreement, strategic thinking, etc., hence achievement of set goals and objectives. This paper explores how internal school stakeholders interpersonal relationship dynamics influence student academic performance in two public schools operating within comparable context. These schools are owned and operated by the government, located very close to each other in an education district, share similar context in terms of economic location, financial outlook, possess well qualified staff, physical/resources and infrastructural outlook. However, one of these schools is performing excellently well, compared to the other which is underperforming. The paper therefore argues that excellent academic achievement of the high performing school is a consequence of how interpersonal relationship is modelled, compared to the underperforming school. Qualitative case study approach was utilized to uncover reality from each school. A teacher (who offers compulsory subject which every student must attend and write an examination), Principal, Vice-principal and Head of Department (HOD) were selected from each school and that sums-up to 8 participants from both schools. The overall finding indicates that the high performing school status was attained through a robust school culture which has been upheld and cherished over the years, culminating into inter-personal relationship ethos; compared to the under-performing school. The research findings indicate that interpersonal relationship and its accompanying fundamentals determine student’s amount of focus and self-discipline towards their study. Arising from the findings, implications and suggestions for internal school stakeholders interpersonal relations best practices, which may further enhance students academic performance were offered.
@InProceedings{SHONUBI2015HOW2,
author = {Shonubi, O.K.},
title = {HOW INTERNAL SCHOOL STAKEHOLDERS' INTERPERSONAL RELATIONSHIP DYNAMICS DIFFERENTLY INFLUENCE STUDENT ACADEMIC PERFORMANCE WITHIN COMPARABLE CONTEXT},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {4812-4818}}
TY - CONF
AU - O.K. Shonubi
TI - HOW INTERNAL SCHOOL STAKEHOLDERS' INTERPERSONAL RELATIONSHIP DYNAMICS DIFFERENTLY INFLUENCE STUDENT ACADEMIC PERFORMANCE WITHIN COMPARABLE CONTEXT
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 4812
EP - 4818
ER -
O.K. Shonubi (2015) HOW INTERNAL SCHOOL STAKEHOLDERS' INTERPERSONAL RELATIONSHIP DYNAMICS DIFFERENTLY INFLUENCE STUDENT ACADEMIC PERFORMANCE WITHIN COMPARABLE CONTEXT, ICERI2015 Proceedings, pp. 4812-4818.
User:
Pass: