Organizational Climate and Teachers’ Effectiveness in Public Secondary Schools in Aniocha South LGA
Chapter One
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.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Framework
Concept of School Organisational Climate
The concept of school organisational climate has been variously defined. According to Eneasator (1997), the concept of organizational climate emerged from the 1930s and was described as the interaction of a person and the environment. Therefore, in conceptualizing organizational climate, it is necessary to think of the person and the organizational environment as complementary parts of the situation. Consequently, the human behaviour was seen as a function of the whole situation and the environments. This implies that organizational climate influences the behaviour of the members of the organization. In relation to the School organisation, Hoy and Miskel (2001) defined school climate as the set of internal characteristics that distinguishes one school from another and influences the behaviour of people. They stated that the school climate is the end product of the school groups – students, teachers, administrators, as they work to balance the organisational and individual aspects of a social system. As such, people experiencing a particular climate share certain values, social beliefs and social norms. Furthermore, Owens (2004) defined school climate as the atmosphere, personality, tone or ethos of the school and credited the foundational work on the school climate to Halpin and Croft (1963) who roughly defined school climate as the morale. According to them, school climate is seen as the personality of the school and gave the analogy that personality is to the individual what organisational climate is to the organisation. Therefore, the concept of school organisational climate describes the environment that distinguishes between the various schools. Taguiri in Owens (2004) defined school climate as the total environmental quality within the school organisation which include four dimensions – ecology (the physical and material components), milieu (the 17 social dimension of people), social system (the patterned relationships in the organisation); and culture (the belief systems, values, cognitive structures and meanings). The current view of school organisational climate given by Sackney (2007) described school organisational climate as relatively enduring quality of the internal environment of the school that is experienced by the members (students, teachers, administrators, secretaries, consultants and custodians),) influences their behaviour, and can be described in terms of the values, norms especially concerned with those institutional patterns and behavioural practices that enhance or impede students’ achievement. This definition implies that the school climate is not a temporary situation experienced by the members of the school but is relatively permanent and it is experienced by all the stakeholders. School organisational climate, according to Sackney (2007) consist of two dimensions – academic and social dimensions. The interactions of the attributes of these dimensions will result in a positive or negative school organisational climate, depending on the nature of the interactions. For instance, the academic climate is the result of how the school uses rewards and praise, the effectiveness of the teachers and the principal and the collaborative processes that exist within the school. The social aspect of the school climate as conceived by Sackney is a result of the 18 appearance, comfort and orderliness of the school facilities, the opportunities students have for participation in the school programme, the peer norms that are prevalent and the nature of the administrative staffstudent cohesion and support systems. To this end, Sackney conceived school organisational climate with the following attributes: an influence on psychological processes and achievement, alterable, the perceptions of the participants in the school setting is the basis for change of the climate, the school climate is established by the principal and school staff and is capable of change, and school climate can impact on student achievement, with positive climate impacting positively on the students academic achievement, and vice versa. School organisational climate, according to Oyetunji (2006) is the atmosphere; tone or feeling that prevails in a particular school. It is brought about by the interaction between the principal and teachers, among teachers and students. Also, the school as a social system compels the principal, teachers and students to interrelate at administrative level in area of planning, decision making, problem solving and control. They also interact through personnel matters which are part of normal school routine. This means that the school organisational climate results from the effects of the interactions of the school members – principal, teachers, students, administrative staff and other stakeholders. In this present study, school organisational climate is a broad concept that relates to the way principal, teachers, students and parents experience and perceive the quality of the school working environment emanating from their interactions. The nature of the interactions consists of the academic and social dimensions. Whereas the academic dimension deals with the schools administrator’s effectiveness in leadership and administration, the social dimension deals with the nature of the facilities, the aesthetic appeals and comfort to the members of the school and the nature of interactions among the school members.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south L GA.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on organizational climate and teachers’ effectiveness in public secondary school. 200 staff of selected secondary schools in ANIOCHA south L GA in Delta state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south L GA. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of organizational climate and teachers’ effectiveness in public secondary school
Summary
This study was on organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south LGA. Four objectives were raised which included: 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 and to ascertain the relationship between organizational climate and teachers’ effectiveness in public secondary school in ANIOCHA south LGA. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. 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
Conclusion
The importance of Organizational Climate to Teachers’ Effectiveness is a significant one. Climate is indicative of how well the teacher is realizing his/her full potential. In an organization with high extent of humanistic relationship, collegiality and participation, the teaching effectiveness is high, making the success of education higher as well. The findings of the study reveal that Teacher Effectiveness of secondary School Teachers differs significantly in relation to Open and Closed climate and this is also supported by studies conducted by Raza (2010), Roul (2002) and Kasinath (2000)
Recommendation
Principals in secondary schools should adopt an appropriate blend of the characteristics of the various types of the school climates in improving school climate. For instance, the principal should not give absolute freedom to the teachers without some measure of strict supervision. This is a blend of both the open and the closed school organisational climate.
Principals should source for funds from government, community, parents and other stakeholders to embark on school environmental face-lift in school building and landscaping to ensure clean and appealing school physical environment which are critical for improving school organisational climate. The principal through the special funds sourced should provide appropriate teaching and learning facilities.
Principals should regularly attend workshops, seminars and conferences in order to improve skills in adopting appropriate administrative strategies for improving school organisational climate.
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