ABSTRACT
The decline in teachers’ productivity in secondary schools in South-East, Nigeria has become a source of concern and worry to the stakeholders of education in the area. This could be attributed to the organizational climate determinants that exist in the secondary schools. Therefore the study investigated Organisational Climate and Teachers’ Productivity in the Administration of Public Secondary Schools in South-East, Nigeria, with eight research questions and eight hypotheses, using a correlation survey research design. The population was 28, 235 principals and teachers in public secondary schools. The sample was 1, 412 principals and teachers drawn through proportionate stratified sampling technique. Data were collected with Organisational Climate Questionnaire (OCQ) and Teachers’ Productivity Questionnaire (TPQ). The responses were rated using four-point scale of; Very High Level (VHL, 4), High Level (HL, 3), Low Level (LL, 2) and Very Low Level (VLL, 1). Two experts in Department of Educational Management Department and one in Department of Measurement and Evaluation, College of Education, Michael Okpara University of Agriculture, Umudike validated the instruments. The reliability indices were .75 and .81. 1, 412 copies of both questionnaires were administered with the help of three (3) research assistants; only 1, 408 copies were gathered for data analysis. Data were analysed using Pearson Product Moment Correlation (PPMC) and the hypotheses tested at 0.05 level of significance. The findings revealed that availability of instructional materials and principal’s students’ disciplinary measures determine teachers’ productivity at a very high extent. Principals’ leadership style, staff motivation, school-community relationship, principal’s instructional supervision and class size determine teachers’ productivity at high extent while teachers’-principal’s interpersonal relationship determines teachers’ productivity at a moderate extent. The organizational climate elements also significantly determined teachers’ productivity. This suggests that organizational climate determines teacher’s productivity. The recommendation followed that principals should adopt situational leadership style in dealing with issues that concern the teachers. Instructional materials and adequate supervision strategies should be provided, the relationship that exist between principals and teachers likewise the school and the host community should be cordial. Principals should also apply modified and effective disciplinary measures to control students’ behavior, ensure adequate provision of classrooms and adhere to the stipulated class size. If these recommendations are put to use, a positive and conducive school climate will emerge which as well improve teachers’ productivity.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
List of Tables vi
Table of Contents vii
Abstract viii
CHAPTER 1: INTRODUCTION
1.1 Background of the Study
1
1.2 Statement of Problem 15
1.3 Purpose of Study
17
1.4 Research Questions
18
1.5 Hypotheses
19
1.6 Significance of the Study
20
1.7 Scope of the Study
22
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 23
2.1.1 The concepts of organisation and climate 23
2.1.2 Meaning of
organisational climate and importance 25
2.1.3 Types of organisational climate 29
2.1.4 Meaning of
teachers’ productivity 31
2.1.5 Role of principals in creating conducive
school climate for Teachers’
productivity 34
2.1.6 Oranisational climate variables/factors
that affect teachers’ productivity 37
2.1.7 Principal’s
leadership style and teachers’ productivity 40
2.1.8 Impact of
motivation on teachers’ productivity 47
2.1.9 Availability of
instructional materials on teachers’ productivity 55
2.1.10
Principal-teacher interpersonal relationship and teachers’ productivity 59
2.1.11
School-community relationship and teachers’ productivity 64
2.1.12 Principal’s
students’ disciplinary measures and teachers’ productivity 69
2.1.13 Principal’s
instructional supervision techniques and teachers’ productivity 76
2.1.14 Class size and
teachers’ productivity 82
2.2 Theoretical Framework
87
2.2.1 System Theory 87
2.2.2 Herzberg’s
two-factor theory 89
2.2.3 Behavioural
theory 90
2.3 Empirical Studies
91
2.4 Summary of Related Literature
103
CHAPTER 3: METHODOLOGY
3.1 Design of the Study
105
3.2 Area of the Study
105
3.3 Population for the Study
106
3.4 Sample and Sampling Techniques
106
3.5 Instrument for Data Collection 107
3.6 Validation of the Instrument
108
3.7 Reliability of the Instrument
109
3.8 Methods of Data Collection
109
3.9 Methods of Data Analysis
110
CHAPTER 4: RESULTS AND DISCUSSIONS
4.1 Presentation and Analysis of Data for
Answering Research Questions and
Testing Hypotheses 111
4.2
Summary of Findings
123
4.3 Discussion of Findings
125
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Summary 141
5.2
Conclusion
143
5.3
Recommendations
144
5.4
Educational Implication of the
Study 146
5.5
Limitations of the Study 148
5.6 Suggestions
for Further Studies 148
References
Appendices 160
LIST OF TABLES
1 Correlation matrix
of principals’ leadership style and teachers’ productivity 111
in the administration of public secondary
schools
2
Test of significant determination of principals’ leadership style and
teachers’
productivity in the administration of public secondary schools 112
3
Correlation matrix of staff motivation and teachers’ productivity in
the 113
administration of public secondary schools
4
Test of significant determination of staff motivation and teachers’
Productivity in the administration
of public secondary schools 113
5
Correlation matrix of availability of instructional materials and
teachers’ 114
productivity in the administration of public secondary schools
6
Test of significant determination of availability of instructional
materials and
teachers’ productivity in the administration of public secondary schools 115
7
Correlation matrix of Teachers-principals interpersonal and
teachers’ 115
productivity in the administration of public secondary schools
8 Test of significant determination of teachers-principals
interpersonal and
teachers’ productivity in the administration of public secondary schools
116
9 Correlation matrix of school-community
relationship and teachers’
productivity in the administration of public secondary schools 117
10 Test of significant determination of school-community
relationship and
teachers’ productivity in the
administration of public secondary schools 118
11 Correlation matrix of principals’ students’
disciplinary measure and teachers’
productivity in the administration of public secondary schools 119
12 Test of significant determination of staff motivation and
teachers’
Productivity in the
administration of public secondary schools 119
13 Correlation matrix of principals’ instructional
supervision strategy and
teachers’ productivity in the administration of public secondary schools
120
14 Test of significant determination of staff motivation and
teachers’
productivity in the administration of public secondary schools 121
15 Correlation matrix of class size and
teachers’ productivity in the
administration of public secondary schools 122
16 Test of significant determination of class size and
teachers’ productivity
in the administration of public secondary schools 123
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Organisations
are usually established for the purpose of achieving predetermined goals. These organisations require satisfied and
happy staff to achieve the set goals. An organisation could be described as a
system that consciously coordinates the activities of two or more persons and
influences their behaviour (Adeyemi, 2008). Oshionebo (2014) sees organisation
as a social entity that has collective goal and is linked to an external
environment. A good organisation comes out of a deliberate association of
persons desiring to realize some defined goals which individuals cannot
achieve. The behaviour of the persons
that form the organisation determines the realization of the organisational
goal. The assertion above shows that a good organisation is the outcome of a
good administration.
Administration
plays a crucial role in the success of almost every human organisation. The
main purpose of administration in any organisation is to achieve stipulated
goals through systematic arrangement and coordination of human and material
resources available in the organisation (Amadi, 2008). Okorji and Unachukwu
(2014), define administration as a social process concerned with identifying,
motivating, controlling and unifying formally and informally organised human
and material resources within an organisational setting designed specifically
to accomplish predetermined goals. The ability to control and coordinate human
and material resources in an organisation determines the environmental
atmosphere which as well determines the productivity of such organisation. This
is to say that organisational climate has an important role to play in the
achievement of organisational goals. Peretomode (2006) posits that
organizational climate is complex and difficult to define because there are
many climates within an organization and as a result has been viewed from many
perspectives and defined in a number of ways by a number of writers.
Organisational climate is often defined as the reoccurring patterns of
behaviour, attitude and feelings that characterized the life of the
organisation (Business dictionary, 2016). Tagiuri and Litwin in Ogbu (2015)
also see organisational climate as a relatively enduring quality of internal
environment of an organisation that is experienced by its members which
determines their behaviour and can be described in terms of the values of a
particular set of characteristics of an organisation. It could therefore, be argued that climate is
the internal quality that is very unique and really peculiar to an
organization. From the foregoing, organisational climate can then be described
as situational or environmental determinants that affect human behaviour.
Leaders
and employee’s behaviour towards the administration of the organization
determine the type of organisational climate that emerges (Hoy et al in Pepple,
2016). Based on the above view, some writers have identified some types of
organizational climate such as; open climate which characterized the atmosphere
where the leader welcomes the input of other staff into the administration of
the organization while closed climate does not allow free flow of information
and motivation of staff. Autonomous climate defined an atmosphere that allows
staff to carry out their duty freely while paternal climate characterized
atmosphere that isolates staff in decision making but places emphasis on
production. Controlled climate has to do with the atmosphere where more
emphasis is laid on task performance than social life while familiar climate
involves an atmosphere where social life is preferred to hard work (Halpin in
Adeyemi, 2008; Edeh, 2010). Therefore, the way leaders co-ordinate the material
and human resources in the organisation and the members’ behaviour towards the
managerial practices determine the type of organisational climate that will
arise.
The
school as an organization is charged with the responsibility of bringing about
in the students certain cherished values, norms expectations and the
development of the society. The
accomplishment of these goals to a large extent depends on the various groups
in the school system namely, the principal, teachers and the students and even
the community all working together in a congenial atmosphere. It is necessary that there exists healthy
relationship among these various groups with the effect that every one puts in
his best to realize the set goals. School organisational climate is perceived as
those internal and external attributes both physical and psychological that made
one school different from the other and determine the behavior of both staff
and students (Hoy & Tarter in Eboka, 2017). Most researchers agree that
school organisational climate is a multi-dimensional construct that includes
physical, social and academic dimensions. The physical dimension includes the
appearance of the school building and its classroom, school site, ratio of
students to teachers in the classroom, order and organisation of classroom in
the school, availability of resources, safety and comfort. The social dimension includes quality of
inter personal relationships between and among students by teaching and
non-teaching staff, degree of competition and social compassion between
students, and degree to which students, teaching and non teaching staff
contribute to decision-making at the school. The academic aspect includes
quality of instruction, teacher expectation for student achievement, and
monitoring student progress, and, promptly reporting results to students and
parents (National School Climate Centre, 2012). The above assertion shows that school climate
involves the totality of the school attributes that determine the feelings and
behaviours of the staff especially the teachers which equally influence their
productivity.
The
impact of organisational climate on teacher’s productivity cannot be
over-emphasized. Your Article Library (2015) attests that organisational
climate determines to a great extent the productivity of the employees because
it is a major factor that influences motivation and job satisfaction of
individual employees. Since job satisfaction
determines or influences the rate at which the employees carry out their tasks
in the organisation, one can say that organisational climate has a positive
relationship with the productivity of the employees. Nakpodia (2011) also observes that, a healthy
organisational climate is desirable for greater commitment and productivity.
Productivity is a measure of job performance.
An employees’ productivity is a measure of how much the goals of the
organisation is being achieved through his commitment to and the performance on
the job. Productivity may be assessed by measuring what an employee can achieve
within a given period of time (Rouse, 2014). According to Eneasator in Adeyemi
(2008), a teacher can be said to be efficient or productive if such an individual is
sufficiently motivated, devoted and committed to his or her duties and
demonstrate willingness to stay despite the inducement to leave. He further
opined that such efficient or productive teacher can be seen to produce maximum
output with a given quantity of input. Adeyemi (2008) posits that teachers’
productivity can be measured through annual report of his or her performance in
activities like; lesson preparation, lesson presentation, actual teaching and
teacher’s commitment to job, extra-curricular activities, supervision,
effective leadership, motivation and school discipline. Teachers’ productivity
is mostly considered in school because the teachers are the ones who translate
educational objectives into knowledge and skill and transfer them to students
in the classroom.
It
was long recognised in Nigeria that without teachers the educational objectives
as specified in the National Policy on Education would not be realised. The
feelings and attitudes of teachers towards the school climate via the school
head determine their level of productivity.
This statement is anchored on the affirmation of Lars (2010), that
management plays an important role on employee’s perception of organisational
climate, as management is responsible for implementing the human resources
practices. Thus management can create a desired organisational climate using
specific human resource practices, but employee perception of these practices
is crucial for realizing the organisational climate as intended. The observed
school climate in any school will likely depend on the type of principal’s
managerial philosophy which goes a long way in influencing the performance of
the teachers as well as students performance in their academic work (Durosaro
in Duze, 2012). Therefore, the principal as the head in a secondary school
should adopt positive management practices that will bring about conducive school
climate and increase in teachers’ productivity.
To
buttress the influence of school climate variables on teachers productivity,
Igwe (2000) stated that within any organisational context, numerous variables
interact to generate a mode of operation and behavioural patterns of the
individuals there in, hence the bid to strike a reasonable balance between
organisational goals and their personal desires and aspiration. Adegun and
Olisaemeka (2011) in their study found out that the working conditions and
general relationships, learning environment, home-school relationship, socio-
physical environment, safety/security, discipline and teachers care and support
to students are organizational climate that can affect teachers’
productivity. From the assertion above,
Leadership style adopted by the school administrator has been noted as a
crucial school climate element that can influence teachers’ productivity in
schools. Okorji (2014) supports this view in his position that providing
effective leadership in secondary schools is one of the important roles of
school principals in secondary schools which improves Job performance among
teachers. Mgbodile (2004) is also of the opinion that leadership style is
considered first among all the factor variables that determine productivity in
establishments.
Leadership
styles therefore can be seen as the behaviour characteristics the leader
exhibits in organizations. The behaviour characteristics of the school head
determines the behaviour of everyone that is connected to the school
especially, the teacher who plays the major role in the achievement of
educational goals. Researchers such as Okorji (2014) and Mgbodile (2004) identified
three styles of leadership as; autocratic, democratic and Laissez-faire
leadership styles. In addition to these three major leadership styles,
Unachukwu (2014), identifies the charismatic leadership style while Pepple
(2016), also identifies another two as; transformational and transactional
leadership styles. An autocratic leader
pays little or no attention to the welfare of the workers, democratic leader
maintain good human relations and regards human beings as the most important
asserts of the organization while the laissez-faire leader allows workers to
perform their work the way they please (Mgbodile, 2004 & Okorji, 2014).
Another important organisational climate
element that determines teachers’ productivity is staff motivation. According
to Ugwu in Ugwu (2007), motivation is the arousal, direction and persistence of
behaviour in achieving the goal of an institution. Oko (2014) describes teacher
motivation as a general term applying to the entire class of drives, desires,
needs, wishes and similar forces initiated for teachers in order to induce them
to act in desirable academically productive manner. Scholarswork.com (2015) points out some
motivational factors that can enhance teachers’ productivity as, in service
training, payment of teachers’ salaries and other entitlements, comfortable
teaching and learning environment and provision of incentives. Nwagwu in Eze
and Chiaha (2007) notes that, inadequate salary, poor working condition and
lack of societal recognition among others were crucial factors responsible for
frustration, militancy, and eventual decrease in professional standards of
Nigerian school teachers.
It
is a known fact that in the school system, the principals have very little to
do with the development of compensation plan for teachers. The salaries as well
as the condition of service are determined by the Ministry of Education.
However, the principal has a lot of role to play in welfare of the teachers by
associating with them when things are going on well with them (Aja-Okorie,
2014). Supporting the view above, Oboegbulam (2004), notes that staff
motivation brings about the maintenance of staff morale, reduction of friction
and dissatisfaction among staff in the school. Ekundayo (2010) adds that the
quality of educational output depends on the quality of teachers and when these
teachers are not well encouraged to do their jobs, their commitment to the job
becomes low and the objective of the school will not be achieved. From the foregoing one can deduce that
motivation influences teacher’s productivity. A teacher who is satisfied with
his job tends to perform his job with little or no supervision than the one who
is dissatisfied with his job. Therefore a happy and satisfied teacher goes an
extra mile to be committed even in extra-curriculum activities.
Among the crucial tools which school leaders
use to attain desirable school climate for improved teachers’ productivity is
the availability of material resources. Availability of educational materials
or facilities enabled a skilled teacher to achieve a level of instructional
effectiveness that exceeds what is possible when they are not provided
(Onwurah, 2004). The impact of material resources availability on teacher’s
performance in teaching-learning process cannot be over emphasized. Nwagwu in
Asiegbu (2014) observes that the quality of education that a child receives is
directly related to the availability or lack of physical facilities and the
overall atmosphere in which learning takes place. Some studies have also
established that physical conditions under which teachers work have direct
positive and negative effects on their morale, sense of personal safety,
feelings of effectiveness in the classroom and the general learning environment
(American Federation of Teachers in Asiegbu, 2014).
All
the material resources in the school are important for the achievement of
effective teaching and learning. But the instructional materials are directly
related to effective teaching and learning. Instructional materials involves
different kinds of materials or resources or forms of media that teachers and
the entire class use in teaching learning process so as to make it more
effective and productive. In support of the assertion above, Igwebuike (2016)
opines that to facilitate teaching and learning, teaching should be
intermittently be sandwiched with materials that learners can see, feel or
touch, hear, perceive and taste. Nwaideeduh (2009) notes that instructional
materials help teachers to stimulate leaning and improve students’ performance.
From the above assertion, one can confirm that
the availability of educational facilities/ instructional materials motivates
the teachers to achieve a high level of instructional effectiveness. Therefore,
availability of instructional materials enhances teachers’ productivity.
The
type of relationship that exists among people in the school can determine the
organisational climate which also influences teachers’ productivity. Duze and Ogba (2013) observe that how
connected people feel to one another in school and how connected the school is
to the community is one of the fundamental dimensions of school climate. This
entails that interpersonal relationship between the teachers and the school
head is a school climate factor that affect teachers’ productivity, likewise
school-community relation. Supporting the view above, Ukeje in Nakpodia (2011)
reveals that organizational climate is related to job satisfaction in terms of
interpersonal relationship, group cohesiveness and task involvement. Interpersonal
relationship refers to how people relate, communicate and interact with each
other within an organization. Moss in Onyali (2014) reveals that there is need
for interpersonal relationship which has to do with feelings and behaviours
that influence ones interaction with another. Moss attests that these
interpersonal skills are important attributes in maintaining a positive
organizational atmosphere and the lack of these skills results to hostile
organizational atmosphere and work dissatisfaction. In support of the above
assertion, Hoy, Tarter and Kottkamp in Pepple (2016) note that employees whose
leaders were sociable, cheerful and resourceful express greater confidence in
their boss than those whose leaders are not friendly. Effective interpersonal
relationship encourages self confidence, satisfaction, high performance,
morale, trust, respect and even physical health (Pepple, 2016). Oboegbulem
(2004) also attests that the type of interpersonal relationship that exists
between teachers and their boss is a major source of teachers’ stress.
Therefore, for improved climate of social support which minimizes social and
emotional stress from frictions, bickering and fighting, school administrator
should ensure that a cordial relationship exist between him and the teachers
likewise the school and the community where the school is located.
School-community
relationship is one of the relational dimensions of school climate. School-
community relationship is a mutual understanding which binds the school and the
community where the school is situated. Since school is a social system with
semi-permeable boundary that allows interaction and exchange of resources with
its external environment, there is need for good school- community relationship
which aims at promoting mutual co-existence (Ibiam, 2015). Umorem in Pepple
(2016) notes that the nature of relationship between the school and the
community determines how effective the school is in ensuring good working
environment which enhances the overall performances of both teachers and
students. The success and failure of a school depend on its influence upon the
community which it is an integral part. Both school and community must provide
ideal environment for training the children who will be tomorrow’s adult and given
to this situation, it is clear to espouse that the school cannot function in
effectively in isolation of the community (Ihebereme, 2006). This implies that
co-operation and mutual understanding between the school and the community will
help the teachers to be at ease while teaching and performing other duties
required to enhance job performance. Therefore, it is pertinent that school
administrators should adopt measures that will enable him create an environment
where co-operation and mutual understanding will exist between the school and
the host community. It has also been observed that when a cordial relationship
exists between the principal and the teachers, the school and the host
community, adequate support will be giving to the principal in carrying out
disciplinary measures on the students and effective supervision of the teachers.
Edeh (2010) attests that discipline and supervision can influence school
climate.
Discipline
among the staff, principals and students ensures school environment that is free
from frictions and disharmony. This creates an enabling environment for
teachers to discharge their duties without fear and stress. According to
Adesina in Eya (2004), discipline is the readiness or ability to respect
authority and observe conventional or established law of the society or any
organization. School discipline can therefore be defined as the ability or
readiness of students to respect school authorities, to observe established
laws of the school and take responsibilities for their actions. Onyali (2014)
also attests that creation and maintenance of an orderly working environment is
a prerequisite to effective teaching and learning, because the most committed
teacher will find it difficult to bring about improvement in students
achievement in a classroom where discipline cannot be effectively managed.
Ibiam (2015) maintains that it is only in a disciplined classroom and school
that students have the opportunity for full development and teachers can
fulfill their proper function as facilitators of learning. Duze and Ogba (2013)
opine that school where students maintain more aggressive attitudes should have
more disorder while the one that has students that are willing to seek help
should have a more conducive school climate with less disorder. Olweus and
Limber in Duze and Ogba (2013) attest that teasing and bullying not only
affects the bullied victims but also damages an entire school atmosphere by
creating a climate of fear and intimidation. The assertions above shows that
discipline especially on the learners can bring about a positive school climate
while the reverse will be the case if indiscipline characterized the behavior
of the learners. Therefore, it is necessary that school administrators should
apply discipline control measures so that safety will be guaranteed in the
school environment which will also encourage teachers’ productivity. It is only
when safety is guaranteed in the school that the principal will have a
conducive environment to carry out effective teachers’ supervision.
Supervision
is an integral part of school administration and no organization can function
effectively without it. It is an aged long device for improving on the
teachers’ knowledge, attitude and skills which focuses on teaching/learning
process for the purpose of ensuring the achievement of educational goals and
objectives (Eziuzo, 2014). According to Ogunu (2000), supervision is the act of
watching over the activities of teachers and other workers in a school system
to make sure that they are following the general accepted principles of
education in order to achieve educational goals. In support of the view above,
Dennis (2004), posits that supervision is a process designed to help staff gain
greater competence and overcome some barriers so as to improve job performance.
Efange (2009) opines that if teachers perceive that their supervisor is
antagonistic, they will pay little or no attention to instructional assistance
of the supervisors. But if they perceive them as friendly and human oriented,
they are most likely to accept instructional advice. From the above assertion, one can deduce that
supervision is an important factor that shapes organizational climate which
also determine teachers’ productivity. Therefore, school heads are expected to
adopt managerial skills of supervision that will stimulate a positive school
climate and as well encourage teachers’ productivity.
Buttressing
on the school climate variables that affect teachers’ productivity, Fowler and
Walberg in Adeyemi (2008) found in a study that large class size was negatively
related to school climate which can as well determine teachers’ productivity.
The assertion above shows that class size is a school climate factor that can
affect teachers’ productivity since negative school climate may lead to low
teachers’ productivity. Class size refers to the number of students assigned to
a teacher in the classroom. Okoro in Adeyemi (2008) reports that in Nigeria,
the class size in secondary schools ranged between 35 or 40 students.
Oboegbulem (2004) reveals that overcrowded classroom causes stress to teachers.
With this stress, the teachers’ productivity is bound to be low because when a
teacher is under stress, he is faced with unstable emotions, cognitive and
psychological functioning which affects his job performance. An alarming class
size of 100 or more students in the secondary schools leave the teachers
over-worked and therefore unable to exercise patience and positive attitude
(Babatunde & Olanrewaju, 2014). To that effect, it is pertinent for school
administrators to adopt good administrative skills that will provide an
enabling environment where the number of students per a teacher will not affect
teachers’ classroom management negatively, thereby encouraging teachers’
productivity.
The
way school leaders handle these school climate variables discussed above
determines the type of organisational climate that will emerge in school. When
school climate factors are unfavourable, negative school climate emerges and
when they are favourable, positive school climate emerges (Adelman &
Taylor, 2005). From the foregoing, it
can be said that a positive school climate will increase the teachers’
productivity while a negative school climate reduces the teachers’
productivity. Therefore, for teachers
to be highly productive, the organisational climate of the school must be
positive. However, there is a declining productivity of teachers in public
schools which today has become a major source of worry among stakeholders in
education (Ogbu, 2015). The May/June
2015 Senior Secondary Certificate result released shows the poor performance of
students in the examination which may be related to teacher’s productivity
which relates directly to school climate.
The
foregoing is confirmed by the speech of the head of WAEC National Office,
Charles Eguridu during a press conference, that out of 1,593442 candidates who
wrote the examination , only 616,370 candidates made credits in five subjects
and above including English language and Mathematics (Premium time September
10, 2015). The studies carried out by Abia State Secondary Education Management
Board (SEMB) and the state Nigeria Union of Teachers (NUT) in 2008, also
discovers that teachers productivity in the Abia State is very low (Ogbu,
2015). Commenting on this low
productivity in Abia State, Elekwa in Ogbu (2015) stated that “there is near
absence of systematic attention and concerted effort towards the improvement of
instruction and students achievement”.
He posits that funding and school infrastructures are the major causes
of teachers and principals low productivity in Abia State.
From the researcher’s experience, it has been
observed that negative organizational climate reduces teachers’ productivity.
Whenever the organizational climate variables such as; principal’s leadership
style, teachers’ motivation, principal’s students discipline management ,
availability of instructional materials, principal’s instructional supervision
techniques, school-community relationship, class size etc tend to be negative,
the impact is usually felt on the teachers’ behavior towards their job. A
hostile and unfriendly school climate reduces the teachers’ interest in
teaching and extra-curricular activities. There is always cases of poor
teaching performance, delay in writing and submission of lesson notes,
irregular attendance to school and class, delay in submission of result sheets
and nonchalant attitude towards extra-curricular activities. Considering the
economic situation of the country, the productivity of teachers has drastically
dropped because the needs of the teachers are no longer met.
Based
on this background, it is a known fact that organisational climate determines
teachers’ productivity, the study therefore is conceived to investigate the
extent at which organisational climate determines teachers’ productivity in the
administration of public secondary schools in South East Nigeria.
1.2 STATEMENT
OF THE PROBLEM
A
conducive organizational climate encourages greater commitment and
productivity. For teachers to be highly productive, the organizational climate
of the school must be conducive which means that the school head should be
dynamic, show good examples and treat teachers with dignity and also involve
them in making important decisions. It also means that necessary facilities and
equipment should be provided because this acts as a strong motivator to
productivity. Positive school climate exists when staff especially teachers and
students feel comfortable, wanted, valued, accepted and secured in an
environment where they can interact.
The
decline in teachers’ productivity has become a source of concern and worry to
everyone that associates with education in South-East, Nigeria. The researcher
observed that most teachers in public secondary schools in South- East, Nigeria
are no longer committed to their duties. Most of the teachers do not attend
school and class regularly, they do not prepare and present their lessons
effectively and evaluate the students’ attainment of the set objectives
adequately. These attitudes affect the academic performances of the students
negatively. The researcher also notes that most teachers in public secondary
schools in South-East complain of payment of salaries and allowances by the
government and the poor managerial practices adopted by the school principals
which discourage teachers from carrying out their duties effectively. Also some
of the research studies carried in public secondary schools in some education
zones in South-East revealed that inadequate infrastructural facilities,
irregular payment of salaries among others lead to low teachers’ productivity.
From these observations, one can deduce that this decline in teachers’
productivity in public secondary schools in South-East, Nigeria may be
attributed to the organizational climate determinants that exist in the
secondary schools. Therefore whenever the organizational climate determinants
such as; principal’s leadership style, teachers’ motivation, principal’s
instructional supervision, availability of instructional materials, principal’s
students’ management school- community relationship, class size , teacher-principal interpersonal
relationship etc tend to be negative, the impact is usually felt on the
teachers’ behavior towards their job. There is always cases of poor teaching
performance, delay in writing and submission of lesson notes, irregular
attendance to school and class, delay in submission of result sheets and
nonchalant attitude towards extra-curricular activities. To that effect, the
productivity of teachers has drastically dropped.
From
the foregoing, school administrators should adopt managerial practices that
will encourage a healthy and friendly school climate which will as well
encourage high productivity among the teachers. Teachers’ should be appropriately
rewarded for work well done to motivate them, principals’ should adopt
leadership style that will encourage healthy and friendly environment,
instructional supervision technique and students discipline management
strategies that will give teachers sense of belonging, feel safe and
comfortable to work in the school environment, provide the necessary
instructional materials and manageable class size to enhance effective teaching
and learning etc. These positive attitudes of the school administrator will
encourage positive organizational climate and also enhance teachers’
productivity.
Hence
the need for the study is to investigate the extent at which organisational
climate determine teachers’ productivity in the administration of public secondary
schools in South-East Nigeria.
1.3
PURPOSE
OF THE STUDY
The
purpose of the study is to investigate the extent organizational climate
determine teachers’ productivity in the administration of public secondary
schools in South-East, Nigeria. Specifically the study sought to:
1.
Ascertain the extent principals leadership style determines teacher’s
productivity in the administration of public secondary schools;
2.
Find out the extent staff motivation determines teacher’s productivity
in the administration of public secondary schools;
3.
Ascertain the extent availability
of instructional materials determines
teachers’ productivity in the administration of public secondary schools;
4.
Investigate the teacher-
principal interpersonal relationship determines teachers’ productivity in the
administration of public secondary school in South East Nigeria;
5.
Find out the extent school-community relationship determine teacher’s
productivity in the administration of public secondary schools;
6.
Investigate the extent principal’s students disciplinary measures
determine teachers’ productivity in the administration of public secondary
schools;
7.
Ascertain the extent principal’s instructional supervision strategies
determine teachers’ productivity in the administration
of public secondary schools and
8.
Find out the extent class size determines teachers’ productivity in the
administration of public secondary schools in South East Nigeria.
1.4 RESEARCH
QUESTIONS
The
following research questions were answered in the study
1.
To what extent does principals’ leadership style determine teacher’s
productivity in the administration of public secondary schools in South East,
Nigeria?
2.
To what extent does staff motivation determine teachers’ productivity in
the administration of public secondary schools in South East, Nigeria?
3.
To what extent does availability of instructional materials determine
teacher’s productivity in the administration of public secondary schools in
South East, Nigeria?
4.
To what extent does teachers–principal interpersonal relationship
determine teacher’s productivity in the administration of public secondary
schools in South East, Nigeria?
5.
To what extent does school- community relationship determine teachers’
productivity in the administration of public secondary schools in South East,
Nigeria?
6.
To what extent does principals’ students’ disciplinary measure determine
teacher’s productivity in the administration of public secondary schools in
South East, Nigeria?
7.
To what extent does principal’s instructional supervision strategy
determine teacher’s productivity in the administration of public secondary
schools in South East, Nigeria?
8.
To what extent does class size determine teachers’ productivity in the
administration of public secondary schools in South East, Nigeria?
1.5 HYPOTHESES
The
following null hypotheses were stated and tested at.05 level of significance.
1)
Principal’s leadership style does not significantly determine teachers’
productivity in the administration of public secondary schools.
2)
Staff motivation does not
significantly determine teacher’s productivity in the administration of Public
Secondary Schools.
3)
Availability of instructional materials does not significantly determine
teachers’ productivity in the administration of Public Secondary Schools.
4)
Teacher-principal interpersonal relationship does not determine
teachers’ productivity in the administration of Public Secondary Schools.
5)
School-community relationship
does not determine teachers’ productivity in the administration of Public Secondary
Schools.
6)
Principal’s students’ disciplinary measure does not determine teachers’
productivity in the administration of Public Secondary Schools.
7)
Principal’s instructional supervision strategy does not determine
teachers’ productivity in the administration of Public Secondary Schools.
8)
Class size does not determine teachers’ productivity in the
administration of Public Secondary Schools.
1.6 SIGNIFICANCE
OF THE STUDY
This
study will be of great importance because it will expose the relevance of school
climate to the achievement of educational goals. This is because effective teaching and
learning can only take place in a school where there is a healthy and friendly
environment. The result of the study will create awareness on the relevant
school climate variables which determine teachers’ productivity. The beneficiaries of the study will include
the following:
-
School principals
-
Ministry of education officials
-
Students of educational management
-
Everybody associated with the school
-
Subsequent researchers and investigators
The
findings of the study will sensitize the principals on the need to adopt human
relation management practices that will enable a healthy and friendly school
environment so as to achieve educational goals through effective teaching and
learning. This study will also provide valuable information to principals who
may be ignorant of the fact that the way they relate to the teachers or the
leadership styles they adopt determines the school climate which affects
teachers’ duties. The knowledge and
application of favourable school climate variables will make the principals
competent administrators. The principals will access the information from this
through conferences, seminars, workshop and mass media.
This
study will also enable the Ministry of Education officials to know the
relevance of school climate to principals and teachers’ productivity in the
educational system. The Ministry of Education will also realize the challenges
to a conducive school climate and organize workshops and seminars to educate
newly appointed and also ignorant principals on how to create a conducive
school climate. The Ministry of Education may get information from this study
through conferences and mass media.
The
students of educational management will also benefit from this study. They will identify the effect of school
climate on teachers’ productivity in secondary schools. This study will also serve as a pool of data
to the students who wish to carryout research studies on school climate and
teachers’ productivity. The students may access information from this study
through mass media, seminars and conferences.
It is also hoped that the result of the study
will enable everybody that is associated with the school, teachers, students,
parents and the community to be aware that school climate has an important role
to play for the success or failure of school organisation. This will sensitize
them to adjust and put up actions that promote conducive school climate so as
to achieve educational goals. The teachers, students, parents and the host
community may access information from this study through conferences,
workshops, seminars and mass media.
Generally,
this study will not only help in the realization of educational goals alone,
every organisation that works with people to achieve organisational goals will
also benefit it. The managers in these
organisations, through this study will be aware of the human relation
management practices that will enable a conducive organisational climate for
improved employees’ productivity. They may benefit through conferences and mass
media.
Above
all, the study will provide a base for other researchers and investigators who
wish to carryout research in this field.
It will provide them guidance and direction in their study. They may get
the information through workshop, conferences, seminars and mass media.
1.7 SCOPE OF THE STUDY
This
study focuses on the extent organisational climate determines teachers’
productivity in public secondary schools in South East, Nigeria. The content
areas of the study include; the extent at which some organizational climate
variables such as principals’ leadership style, staff motivation, availability
of instructional materials, teacher- principal interpersonal relationship, school-
community relationship, principal’s students disciplinary measures, principal’s
instructional supervision strategy and class size determine teachers’ productivity.
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