Customer Orientation and the Dual-Curriculum Secondary Schools’ Performance in Mbale City, Uganda
DOI:
https://doi.org/10.53449/ije.v5i2.210Keywords:
customer orientation, dual-curriculum, secondary schools, school performanceAbstract
The general objective of the study was to examine the influence of customer orientation on the Dual-Curriculum Secondary Schools’ performance in Mbale City, Uganda. The study adopted an explanatory sequential research design with both quantitative and qualitative approaches which were used for purposes of triangulation. The target population was 157 and a sample of 128 classroom teachers and 3 Head teachers were selected using simple random sampling and census inquiry respectively. Data collection was majorly by closed-ended questionnaire and an interview guide. The validity of the instrument had a CVI of (.86) whereas the Cronbach’s alpha coefficient score was (.917). The study was guided by the Dynamic Capabilities Theory. Quantitative data was analysed using regression, while qualitative data was analysed by thematic and content analyses. Regression coefficients attained for the study were positive and statistically significant; Customer orientation has a moderate positive statistically significant influence on schools’ performance (β=.503, p<.05) reflecting that customer orientation improves Dual-Curriculum Secondary Schools’ performance at 50.3%. Based on the above findings, it was concluded that customer orientation has a positive and statistically significant influence on the dual-curriculum secondary schools’ performance in Mbale City. Finally, the study recommends that the Dual-Curriculum Secondary Schools need to be more customer oriented in terms collecting current information about the customers’ needs, directing school practices towards creating students’ satisfaction, and building stronger relationships with students among others.
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