Organizational Climate And Teachers’ Effectiveness In Public Secondary School In Aniocha South
Abstract
This study was on organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south L GA. The total population for the study is 200 staff of selected secondary schools in ANIOCHA south LGA. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Chapter one
Introduction
- Background of the study
Organizational climate is the formal system of task and reporting relationships that controls, coordinates, and motivates employees so that they cooperate to achieve an organization’s goals. This includes the leadership focus, authority and responsibility, resource policies and planning deployment or implementation.
School organizational climate is an important and all-embracing characteristic of the school environment that includes the psychological, social and physical factors. The psychological factors relate to the feelings, attitudes and values exhibitions of the stakeholders of the school – administrators (principals), teachers, staff, students, parents, government agencies and the society. Social factors include the nature of the interactions, communications and group activities of the stakeholders and the physical factors are the tangible aspects of the environment such as the nature of the buildings, classroom conditions, laboratories and other educational materials. Thus, Tagiuri (1968) identified the following four components of the school climate: ecology, milieu, social system and culture. Ecology is the physical and material aspects of the school environment, milieu is the social dimension in the school, and the social system relate to the organisational structure of the school. The culture aspect deals with the values, belief system, norms and ways of thinking. The concept of school organisational climate has been variously defined. Hodgetts and Altman (1979) defined organisational climate as a set of properties of the work environment perceived by individuals who work there and which serve as a major force in influencing their job behaviour. This means that organisational climate depicts the quality of the work environment capable of influencing the performance of the members negatively or positively depending on the status of the climate. Marshall (2002) viewed school organisational climate as a multidimensional environmental factors that influences many individuals, including students, parents, school personnel, and the community, stressing that it is a belief system or culture that underlies the day-to-day operation of a school. School climate according to him is influenced by factors such as the number and quality of interactions between adults and students, students’ and teachers’ perceptions of their school environment, or the school’s personality. Other factors include, the environmental factors such as the physical buildings and classrooms, and materials used for instructions, academic performance, feelings of safety, school size and feelings of trust and respect for students and teachers. A positive school climate therefore exist when students and teachers feel comfortable, wanted, valued, accepted, and secured. In order to achieve the positive school organisational climate, the principal adopts the appropriate managerial skills and practices which are not only applicable to business organisations, but also amenable to effective management of organisational climate of schools. This is because with a well managed school climate the teaching and learning would be effective. Also, in such environment, the teachers are satisfied working to achieve the goals of the school which influence positively the overall performance of the students. The parents and the society would be happy that their expenditure on education has been justified and goals of national development would be achieved when the goals of the schools are achieved
In Nigeria, school as an organisation consists of a group of people working to achieve the goal of preparing the individuals to be useful members of the society. According to the Federal Republic of Nigeria (FRN) (2004), education is an instrument for national development and particularly, the secondary education which is the education children received after primary education and before the tertiary stage which has the broad goal of preparing individual for: useful living within the society and higher education. To achieve these goals, the teaching and learning environment need to be conducive by improved management of the school organisational climate. Thus, every stakeholder in the administration of secondary school ought to brace up to the demands of improved organisational climate and the school administrators (principals) of secondary schools have particular responsibility in this direction
In ANIOCHA south L GA in public and private secondary schools are in deplorable conditions which contribute to poor organisational climate. Achimugu (2000) and Idachaba (2001) have decried the deplorable school environment in Kogi East secondary schools. Idachaba stressed that with this situation of the teaching and learning environments of the secondary schools, performances in the West African Examinations have been very poor. He further stated that this situation had been responsible for the inability of students in the zone to win the scholarship award of the Shell Corporations. He then advised that all stakeholders should be involved in concerted efforts to revamp the ailing conditions of the schools in the zone. This is a motivation for this study. At present, there is low morale among staff and students as well as poor performance of students in public examinations such as the West African Examination Council. There is lack of research evidence on improving management of school organisational climate in secondary schools in the zone, hence the need for the present study which will be conducted to provide empirical evidence on the strategies for improving school organisational climate of secondary schools in ANIOCHA south L GA.
Statement of the problem
Effective teaching and learning take place in atmosphere that is conducive. This atmosphere depicts a school where the principal and teachers work as a team member in cooperation and understanding. Also, students are well behaved and go about their studies with seriousness. In such school environment appropriate and adequate physical facilities are provided for the school. This situation describes the school organisational climate that is desirable in all the educational institutions in Nigeria, including secondary schools. Although this situation is attainable, it is yet to be attained in secondary schools in ANIOCHA south L GA. In ANIOCHA south L GA, secondary school organisational climate needs improvements as school performances are unsatisfactory. The question now is what strategies should be adopted to create the desired improvements? Unfortunately, there are little or no empirical studies that identified strategies for improving management of school organisational climate in ANIOCHA south L GA.. This paucity of empirical evidence necessitated this present study to provide strategies for organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south L GA
Objective of the study
The objectives of the study are;
- To identified the types of organisational climate in ANIOCHA south LGA secondary schools
- To determine the factors that influence the schools’ organisational climate in secondary schools in ANIOCHA south LGA
- To determine the administrative strategies that can be used to improve the school’s organisational climate in ANIOCHA south LGA.
- To ascertain the relationship between organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south LGA.
Research hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there are no types of organisational climate in ANIOCHA south LGA secondary schools.
H1: there are types of organisational climate in ANIOCHA south LGA secondary schools.
H02: there is no relationship between organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south LGA.
H2: there is relationship between organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south LGA.
Significance of the study
The findings of the study will be significant to school administrators of secondary schools in ANIOCHA south LGA, the teachers, students, the community and government agencies charged with supervisory functions of secondary schools in Delta state and other scholars of school administration. These are the stakeholders of secondary schools that work together to ensure improvements in secondary schools in ANIOCHA south LGA. The findings on the types of organisational climate in secondary schools in delta state will benefit the school administrators to ascertain the organisational climate being practised to adjust accordingly. The school administrators will use the findings as strategies to be adopted to improve the climate in the school in order to enhance conducive teaching and learning.
Scope and limitation of the study
the scope of the study covers organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south L GA. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
DEFINITION OF TERMS
ORGANIZATIONAL CLIMATE: Organizational climate, on the other hand, is often defined as the recurring patterns of behavior, attitudes and feelings that characterize life in the organization, while an organization culture tends to be deep and stable. Although culture and climate are related, climate often proves easier to assess and change
EFFECTIVE TEACHING: Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
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