Abstract

This study focused on investigating the impact of learning culture on student achievement in Pakistani public high schools. An Urdu version of the Dimensions of a Learning Organization Questionnaire (DLOQ) was administered to head teachers of 174 public boys and girls high schools selected through random sampling technique. The overall percentage scores of the sampled high school in the Board of Intermediate and Secondary Education Lahore annual examination 2016 were also collected from the head teachers. The results showed that the seven factors of the DLOQ were significantly positively correlated with each other. The Simple linear regression analysis revealed that the seven dimensions of the DLOQ significantly predicted student overall achievement in Lahore Board Examination. A multiple regression analysis revealed that head teacher's empowerment and strategic leadership explained 22 percent of the variance in student achievement. The limitations of the study include smaller sample size of head teachers, and private tuition most of the students take throughout the year.