آزاده دهقان پور

With the aim of understanding the relationship between school size, school culture and academic achievement on both middle & secondary girl schools of Ahvaz (2010-2011), a correlational survey was conducted by participation of 17 middle schools and 15 secondary schools that were selected by stratified random sampling. Teachers completed School Culture Questionnaire and it's parameters (Salfi & Saeed, 2007) which was used to measure school culture (teachers professional qualification, teacher's interactions with personnel and management (Staff and Row), teacher's interactions, parent's participation in school activities, and physical facilities) which completed by teachers. Then, school's identity checklist also completed by the principal of each school. Reliability coefficients of school culture questionnaire (α= 0.95) and its five subscales (0.79 – 0.92) were quilte high and acceptable. Results showed that there was no significant difference in culture and its components between schools with different sizes (excepting physical facilities component); however there was a significant difference in academic achievement in the schools with different sizes. The results of regression analysis showed that school culture predicts 12% of variance of academic achievement and among the components of school culture just the impact of parent's participation on the academic achievement is significant. The school size and school culture combined could explain 16% of student's academic achievement. There is significant difference between middle & secondary schools on school cultures as well as across its entire components.