This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals.
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