The study for example found that several teachers from high-performing school were driving their own cars, which was not common amongst teachers from low performing schools. There is significant literature describing factors that make a satisfied teacher (e.g. Lamb, 2004; UNESCO, 2011; Hakielimu, 2011; et al., Mkumbo; 2011; Sumra and Katabaro; 2014). 4.5.3 Socio-cultural Environment Socio-cultural environment comprises of factors related to human or societal attributes that can in one way or another affect business performance. Under environment, the study analysed social background (traditions, students’ religious background, vices at school, education primary students’ students’ background). A study by Lamb, (2004) in Australia indicated that type of et al., students enrolled in secondary school is a factor determining school performance. They assert that intake is an important element, for example high concentration of middle class students and high achieving students provide certain schools with a platform on which they can build successful outcomes. Like physical resources, pupils provide a resource that helps some schools organise their teaching and other programs in ways which raise levels of achievement (Lamb, 2004). Many et al., socio-cultural factors were observed in the school environment which in one way or another affected academic performance of the school. Traditions and societal attitudes to education
The study for example found that several teachers from high-performing school were driving their own cars, which was not common amongst teachers from low performing schools. There is significant literature describing factors that make a satisfied teacher (e.g. Lamb, et al., 2004; UNESCO, 2011; Hakielimu, 2011; Mkumbo; 2011; Sumra and Katabaro; 2014). 4.5.3 Socio-cultural Environment Socio-cultural environment comprises of factors related to human or societal attributes that can in one way or another affect business performance. Under environment, the study analysed students’ social background (traditions, religious background, students’ vices at school, students’ education primary background). A study by Lamb, et al., (2004) in Australia indicated that type of students enrolled in secondary school is a factor determining school performance. They assert that intake is an important element, for example high concentration of middle class students and high achieving students provide certain schools with a platform on which they can build successful outcomes. Like physical resources, pupils provide a resource that helps some schools organise their teaching and other programs in ways which raise levels of achievement (Lamb, et al., 2004). Many socio-cultural factors were observed in the school environment which in one way or another affected academic performance of the school. Traditions and societal attitudes to education