ABSTRACT
The study attempted to examine the effect of organizational climate
and teachers' job productivity in selected senior secondary schools in Mainland
Local Government Area of Lagos State, Nigeria. In this study, relevant
and extensive literatures were reviewed under sub-headings. The descriptive
research survey was used in the assessment of the opinions of the selected
respondents with the adoption of the questionnaire and the sampling technique.
A total of 100 (One Hundred) respondents were selected and used as participants
for this study, the respondents were made up of (50 males and 50 females). A
total of four null hypotheses were generated and used in this study using both
the percentage frequency counts and the t-test statistical tools at 0.05 level
of significance. At the end of the data analyses, the following results were
generated: Based on the data analysis carried out in this study, the following
results were obtained there is a significant relationship between one school climate and the
others in Lagos State, Nigeria, there is a significant difference between the
productivity of teachers who work in open school climate and those who work in
close school climate, there is a significant gender difference in the
productivity of teachers due to school climate in Lagos State, Nigeria and
finally, there is a significant difference between factors that determine open
and closed school climate in Lagos State, Nigeria. Based on the data
analysis carried out in this study, the following recommendations were made by
the researcher: It has been found that a significant relationship exists between
organizational
culture and teachers’ productivity at the secondary schools in Lagos State,
Nigeria. Based on this finding, it is imperative that teachers in the
school should be provided with incentives that would help them to work in an
environment that is conducive, in which their jobs are enhanced and promoted
too. Teachers should be satisfied with their jobs for them to carry on well in
the work assigned to them in the schools. Not only that, teachers at the
secondary schools in Lagos State should understand the school culture so that
they would be able to work well and produce maximally.
TABLE OF CONTENTS
CHAPTER
ONE
1.1
Background To The Study
1.2
Statement Of The Problem
1.3
Purpose Of The Study
1.4
Research Questions
1.5
Research Hypothesis
1.6
Significance Of The Study
1.7
Scope Of The Study
1.8
Definition Of Terms
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
2.1 Introduction
2.2 Concept
and Nature of Organisational Climate
2.3 Forehand and Gilmer (1994) Refer To Its Set
of Characteristics
2.4 Theories and Concept Underlying
Organisational Effectiveness
2.5 The Importance of Organisational or School
Climate
2.6 Determinants of Organisational Climate
2.7 Measuring Organisational Climate
2.8 Diagnosing Organisational Climate In
Schools
2.9 Halpin And Croft’s Descriptive Climate
Framework
2.10 Teachers’ Behaviour
2.11 Principal’s Behaviour
2.12 School Climate as Organisational Health
2.13 Importance of School Productivity
2.14 Approaches to School Productivity
2.15 Policy Evolution, Formulation and Objectives in
Nigerian Education System towards School Productivity
2.16 The Problems in Educational Management and
Implementation for Nigerian School Productivity
2.17 Problems
2.18 Summary of Literature Review
CHAPTER
THREE
METHODOLOGY
AND DESIGN
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Research Instrument
3.6 Procedure for Data Collection
3.7 Procedure for Data Analysis
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION OF RESULTS
4.1 Introduction
4.2 Descriptive Analysis of Bio-Data.
4.3 Descriptive Analysis of Research Questions.
4.4 Testing Of Hypotheses
4.5 Summary of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
Background to the Study
The term "Organizational
Culture" is currently in vogue, the concept of organisational climate has
generated much more research and until recently was used by most organizational
theorists such as Daal (1995), Firestone and colleagues (l997) and Corbett
(1991) to capture the general feeling or atmosphere of the schools, unlike
culture from the beginning.
Organisational climate has been tied to
the process of developing measuring instrument (Pace and Pace, 1988). Climate
was initially conceived as a general concept to express the enduring quality of
organizational life. It was noted by Reno (1999) that a particular
configuration of enduring characteristic of the ecology, Milieu, social system,
and culture would constitute a climate, as much as particular configuration of
personal characteristic constitute a personality. According to George and
George (2000) organisational climate include those characteristics that
distinguish the organisation from other organizations and that influence the
behaviour of people in the organisations. They introduced into their definition
of climate a set of measurable properties of the work environment based on the
collective perception of the people who live and work on the environment and
demonstrated to influence their behaviour. Over the years, there has been some
consensus on the basic properties of organisational climate.
Poole and Marshall (1995)
summarized theproperties as follow^
(a) Organisational climate is concerned with
large units, it characterizes properties of an entire organisation or major sub
units.
(b) Organisational climate describes a unit of organisation rather than
evaluates it or indicate^emotional reactions to it.
(c) Organisational climate arises from routine
organisational practices that are important to the organisation and its
members.
(d) Organisational climate influences members behaviours and
attitudes.
School climate is a broad term that refers
to teachers' perceptions of general work environment of the school, it is
influenced by the formal organisation, informal organisation, personalities of
the participants and organisational leaderships.
Bertes (1998) suggests that organisational
or school climate is a set of internal characteristics that distinguish one
school from another, and influences the behaviour of its members, Bertes
further stated that school climate is a relatively enduring quality of the
school environment that is experienced by participants, affect their behaviour
and is based on their collective perceptions of behaviour in schools. According
to Kunz (1994), the definition of Organisational climate^js^a set of internal
characteristics, is similar in some respects to the description of personality.
Indeed, the climate of a school may roughly be conceived as the personality of
a school, that is, what personality is to an individual, is what climate is to
the school or organisation.
The distinctive feature of the school
climate is the open, closed and climate continuum. The open school climate is
characterized by high degree of trust and esprit and low disengagement. This
combination suggests a climate in which both the principal and faculty are
genuine in their behaviour. The principal sees through example by providing the
proper blend of structure and direction as well as support and consideration -
the mix dependent upon the situation.
Arnold (2001) explains that in an open
school climate, teachers work well together and are committed to the task at
hand. Given the reality - centred leadership of-the principal and a committed
faculty, there is no need for burden of some paper work (hindrance), close supervision
production (emphasis) or impersonality or a plethora of rules and regulations
(aloofness). In this type of school, acts of leadership emerge easily and
appropriately as they are needed. The open school is not pre-occupied
exclusively with either task achievement or social needs satisfaction, both
emerge freely.
Frankly speaking, the behaviour of both
the principal and the entire faculty is cordial and authentic. In this
situation, there is teacher -principal relationship, principal -students relationship
and principal - community relationship in the school.
This situation of good climate in the
school, no doubt, brings about high teachers' morale and motivation which in
any case brings about an increased-, teacher productivity in the school organisation
(Uzomah, 2003).
The principal’s vision is logically and
intimately tied to two other premier and frequently cited characteristics of
effective schools - an academic school
climate (or culture)
and high expectations for
students achievement (Ajunwa, 1991).
Generally, an organisational climate or
culture consists of shared values, rules, ideology goals, and conceptions
regarding the organisation. Walter and Stanfield (1988) said of the importance
of school culture that ''Culture is the 'normative glue' the consistency in
values, that holds the organisation together".
In an academic climate, staff and students
are aware of and they value goals of high achievement. Researchers agree that
principals, influenced by school boards and district superintendents, play a
vital role in creating such an atmosphere through their beliefs, attitudes,
expectations, and activities, Cohen (1993), for example, reported that
effective principals emphasize high achievement and express optimism about the
ability of all students to meet instructional goals.
Blum (1994), similarly found that
effective principals believe and emphasize, to start, that learning is the most important reason
for students to be in school; that all
children can learn, and that school makes the difference between success and
failure. Good and Brophy (1985) also stressed that effective principals are
able to create a strong sense of community that includes shared values and
culture, common goals, and high expectation for both students’ achievement and
the staff’s performance that creates it. One teacher in a school, with a strong
academic orientation, said "I have taught in other states and other
schools, but until I came here, I never realized how enjoyable teaching could
be. It is not that the students are better, it is just that everyone here seems
to value learning". And another teacher commented, "we're all pulling
together" (Rutherfond 1985).
In less effective schools, teachers are
not to share a common understanding of school - wide goals and expectations. If
goals are mentioned at all, it usually in regard to personal goals or else
department goals in secondary schools.
There is also an affective side to a
favourable school climate or culture. Cohen (1993), for example, pointed out
that a good sense of school
community requires not only shared goals
but the creation of a moral order that includes respect for authority, mutual
trust, and a genuine caring about individuals and their feelings and attitude.
Odden (1988) similarly mentioned staff collegiality, staff - student
collegiality, and again, caring attitudes about kids" as important parts
of the school climate.
According-to Ayo (2000), principals can
take many concrete steps to aid the development of an academic orientation and
high achievement expectations, virtually all of which reflect their
instructional leadership role. The following eight categories of suggestions
stem from research on the observation of effective schools and effective
principals.
(1) Principals
can take an active and personal role in raising awareness of the need for
school improvement and higher achievement expectations and gaining consensus
for the changes. For example, they can communicate the expectation that
instructional programs can and will improve over time. Especially, principals
can empower teachers to work together to plan and incorporate improvements.
They can ensure that instructional improvement strategies are given high
priority and high visibility. Principals also can create procedures from
eliciting parents’ and community’s support for improvement plans by speaking at
PTA meeting (Patty, 2001).
(2)
Principals can help build consensus on school rules and patterns of
acceptable behaviour among staff, students and administration that are
consistent with and promote an academic orientation (Mundi, 1994).
(3)
Principals can be active in creating the concrete improvement themselves. For
example, they can plan, secure, and monitor in-service staff development
opportunities, obtaining staff input on the content of the training, be active
and supportive in helping teachers learn to use new instructional approaches,
and establish expectations for good curriculum quality through the use of
standards and guidelines. They can help staff establish priorities and plan
instructional improvements supervise and coordinate implementation of plan
components, and monitor the results (Cobbler, 1999).
(4) Principals also can actively elicit parents’ involvement in the schools' instructional efforts, for
example, by enlisting parents’ time as
office and classroom aides, parents' energy in organising school - wide
festivities and parents' money for expansion of school program (Hallinger and
Murphy, 1987).
(5) Principals
can create reward systems for students and teachers that support an academic
orientation and stimulate excellence in students’ and teachers’
performance. For example, they can help create motivational devices such as
school slogans, buttons, T-shirts or songs emphasizing school identity and
academic achievement. Walter and Stanfieid (1988) described how school slogans
help create proper values for teachers and students: "A child's right to
an education is non - negotiable, "Move out of the comfort zone", and
win with class, lose with dignity.
One popular strategy is
the use of posters that proclaim to anyone entering the building (i.e.
students, teachers, parents, community members and others) the vision,
expectations, mission, direction, and goals of a school.
(6 Principals can make certain reward that
student, staff and school accomplishments and awards are visible in the
building and to parents and the public. Good public relations work through
newspapers, radio and television and strengthen school pride and,. .school identity
by praising good work and individual strengths, and by taking an interest in
their personal well-being, principals can develop and maintain positive staff
relations.
(7) A central and well-documented behaviour of
effective principals is monitoring students’ progress, especially as reflected
in test scores for each grade, each class, and each student such behaviour
intrinsically reflects an academic focus and academic values. Principals can
share results with teachers and elicit agreement on standards. Discrepancies
from standards are used to guide corrective action.
(8) Principals can acquire materials and personal
resources needed for effective instruction and use them creatively in
accordance with academic priorities.
(9) Principals are responsible for the creation of
a safe and orderly school environment. There are many interrelated suggestions
regarding the actions principals can take. They can protect teaching and
learning time from interruption, for
example, by limiting public time from interruption, for example, by
limiting public address system announcements (or classroom phone calls) to
specified times, preventing class interruptions by message etc.
Statement of the Problem
The close school climate is the antithesis
of the open school climate. In the dosed climate trust and esprit are
low, and disengagement is high in the school. In this situation the principal
and teachers appear simply to go through the motions, with the principal
stressing routine trivial and unnecessary busy work (hindrance) and the
teachers responding at minimal levels and exhibiting little job satisfaction.
The principle of ineffective leadership
in this situation
is seen in
close supervision (production emphasis).
Formal declaration and impersonality
(aloofness) as well as a lack of consideration for the facility and an
inability and unwillingness to provide a dynamic person examples. This
misguided tactics, which are not taken seriously, produce teacher frustration
and apathy. The '" behaviour of both principal and teachers in the
closed school climate is least genuine and their relationship least cordial. In
fact in-authenticity pervades the atmosphere of the school; thus there is
teachers’ low morale, poor motivation, low interest and the resultant effect is
poor work performance and low productivity in the school,
This research therefore aim/at examining
the organisational climate and teachers' job productivity Lagos State schools.
Purpose of the Study
The main purpose of this is to attempt and
investigate into the organisational climate and teachers' job productivity in
selected secondary schools in mainland Local Education District of Lagos State.
Other specific objectives of the study
include to:
(1) Examine
whether there is relationship between principal-teacher relationship and
teachers' productivity in the school.
(2) Investigate whether there is relationship
between teacher-teacher relationship and teachers' productivity in the school.
(3) Evaluate whether there is relationship
between teacher-parents relationship and teachers' productivity in the school.
(4) Assess whether there is relationship between
teacher-student and teachers' productivity in the school.
(5) Find out whether there is relationship
between school-community and teachers' productivity in the school.
Research Questions
These research questions helped to guide
the conduct of this study.
(1) Is
there any relationship between principal-teacher relationship and teachers'
productivity in the school?.
(2) Is
there any relationship between teacher-teacher relationship and teachers'
productivity in the school?.
(3) Is there is any relationship between
teacher-parents relationship and teachers' productivity in the school?.
(4) Is
there any relationship between teacher-students relationship and teachers'
productivity in the school?.
(5) Is
there any relationship between school-community realtionship and teachers'
productivity in the school?.
Research Hypotheses
These research hypotheses were formulated
and tested in this study:
(1) There
is no significant between relationship between principal-teacher relationship
and teachers' productivity in the school.
(2) There is no significant relationship between
teacher-teacher relationship and teachers' productivity in the school.
(3) There is no significant relationship between
teacher-parents relationship and teachers' productivity in the school.
(4)
There is no significant relationship between teacher-students relationship and
teachers' productivity in the school.
Significance of the Study
This study will be beneficial to the
following individuals.
(1) School Principals: The study and recommendation of this study will be a great benefit
to school principals, who will get more insights and more information on the
essence of school climate in the school as it affects teachers’ overall
productivity with this study many principals who adopt close leadership styles
in the school as it affects teachers overall productivity would have a rethink
and turn a new leap as that style of leadership does not augur well for high
productivity of teachers and even students.
(2) Teachers: Teachers will indeed, gain a lot in this study because, it will
enable them to know the impact of school climate on their productivity in the
school system. The findings and recommendations of this study will enable
teachers have good rapport with their principals if they want a conducive
atmosphere that will be beneficial to the students. The study will help
teachers to know that the kind of relationship they have with the
principals will no doubt affect the students who are part of the stakeholders
in the school system.
(3)
Students:- The findings and
recommendation of this study will give students the impetus to know that
without good school climate where there should be principal-teacher
relationship or student-teacher relationship, there cannot be conducive school
atmosphere where meaningful teaching/learning process is carried out.
(4)
Society:- The society will see this study as a veritable
resource materials and a reference materials as well. With the findings and
recommendations in this study, people in the larger society will be able to
differentiate between open climate and the close one in the school. Also
upcoming researcher will find this study a reference maternal too.
Scope of the Study
This study will investigate the effect of
organisational climate on the teachers productivity in selected secondary
schools in Mainland Local Government Area (LGEA) of Lagos State.
Definition of Terms
(1) Hindrance:- A person or thing that
makes it more difficult for somebody to do something or for something to
happen.
(2) Intimacy:- The state of having a close persona! relationship with somebody.
(3) Disengagement:- To free somebody from the
person holding them or to become free.
(4) Esprit:- Feeling of pride, care and support for each other.
(5) Production: The process of growing or making goods or materials, especially
large quantities.
(6) Aloofness:- Not friendly or interested in other people, to show no interest in
people.
(7) Consideration:- The quality of being
sensitive towards others and thinking about their wishes and feelings.
(8) Thrust:- The main point of an argument, a policy.
(9) Productivity:- The rate at which a
worker produces goods, and the amount produced, compared with how much time,
work and money is needed to produced them.
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