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THE EFFECT OF ORGANIZATIONAL CLIMATE AND TEACHERS' JOB PRODUCTIVITY IN SELECTED SENIOR SECONDARY SCHOOLS
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.
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 instudents’ 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. Inthe 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.
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