THE EFFECTS OF ORGANISATIONAL CLIMATE AND TEACHERS JOB PRODUCTIVITY IN SELECTED SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
The Study’s Background
The term “Organizational Culture” is currently popular; however, the concept of organizational climate has generated much more research and was used until recently 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, as opposed to culture from the start.
The process of developing measuring instruments has been linked to organizational climate (Pace and Pace, 1988). Initially, climate was conceived as a broad concept to express the long-term quality of organizational life. Reno (1999) observed that a specific configuration of enduring characteristics of the ecology, Milieu, social system, and culture would constitute a climate, just as a specific configuration of personal characteristics would constitute a personality.
According to George and George (2000), organizational climate includes the characteristics that distinguish the organization from others and influence the behavior of its employees.
They incorporated into their definition of climate a set of measurable work environment properties based on the collective perception of the people who live and work in the environment, and they demonstrated that these properties influence their behavior. Over the years, there has been some agreement on the fundamental properties of organizational climate. Poole and Marshall (1995) summed up the properties as follows:
(a) Organizational climate is concerned with large units; it characterizes the properties of a whole organization or major subunits.
(b) Organizational climate describes rather than evaluates or indicates emotional reactions to a unit of organization.
(c) Organizational climate is formed by routine organizational practices that are important to the organization and its members.
(d) Members’ behaviors and attitudes are influenced by the organizational climate.
School climate is a broad term that refers to teachers’ perceptions of the general work environment of the school; it is influenced by formal and informal organization, participant personalities, and organizational leaderships.
Bertes (1998) proposes that organizational or school climate is a set of internal characteristics that distinguishes one school from another and influences the behavior of its members. Bertes goes on to say that school climate is a relatively enduring quality of the school environment that is experienced by participants, affects their behavior, and is based on their collective perceptions of behavior in schools.
According to Kunz (1994), the definition of organizational climate as a set of internal characteristics is similar to the description of personality in some ways. Indeed, a school’s climate can be thought of as its personality; that is, what personality is to an individual, climate is to a school or organization.
The open, closed, and climate continuum are distinguishing features of the school climate. The open school climate is distinguished by a high level of trust and esprit, as well as a low level of disengagement. This combination suggests a climate in which both the principal and the faculty are acting honestly. The principal leads by example, providing the appropriate mix of structure and direction, as well as support and consideration based on the situation.
According to Arnold (2001), in an open school environment, teachers collaborate well and are dedicated to the task at hand. Given the principal’s reality-centered leadership and a committed faculty, there is no need for the burden of some paper work (hindrance),
close supervision production (emphasis), impersonality, or a plethora of rules and regulations (aloofness). Acts of leadership emerge naturally and appropriately as needed in this type of school. The open school is not preoccupied solely with task completion or the satisfaction of social needs; both emerge freely.
To be honest, the behavior of both the principal and the entire faculty is cordial and genuine. In this situation, the school has a teacher-principal relationship, a principal-student relationship, and a principal-community relationship.
This good climate in the school, without a doubt, raises teachers’ morale and motivation, resulting in increased teacher productivity in the school organization (Uzomah, 2003).
The principal’s vision is logically and intimately linked to two other prominent and frequently cited features of effective schools: an academic school climate (or culture) and high expectations for student achievement (Ajunwa, 1991).
In general, an organizational climate or culture consists of shared values, rules, ideology goals, and organizational conceptions. “Culture is the ‘normative glue,’ the consistency in values, that holds the organization together,” Walter and Stanfield (1988) said of the importance of school culture “..
Staff and students in an academic environment are aware of and value high achievement goals. Researchers agree that principals, influenced by school boards and district superintendents, play a critical role in creating such an atmosphere through their beliefs, attitudes, expectations, and activities. For example, Cohen (1993) reported that effective principals emphasize high achievement and express optimism about all students’ ability to meet instructional goals.
Similarly, Blum (1994) discovered that effective principals believe and emphasize, to begin with, that learning is the most important reason for students to be in school; that all children can learn; and that school is the difference between success and failure.
Effective principals, according to Good and Brophy (1985), are able to foster a strong sense of community that includes shared values and culture, common goals, and high expectations for both student achievement and the performance of the staff that supports it.
According to one teacher in a school with a strong academic orientation, “I’ve taught in other states and schools, but it wasn’t until I moved here that I realized how much fun teaching could be. It’s not that the students are better; rather, everyone here seems to value education “.. Another teacher added, “We’re all pulling together” (Rutherfond 1985).
Teachers in less effective schools are not expected to share a common understanding of school-wide goals and expectations. In secondary schools, if goals are mentioned at all, it is usually in relation to personal goals or department goals.
A positive school climate or culture can also have an impact. According to Cohen (1993), a good sense of school community necessitates not only shared goals but also the establishment of a moral order that includes respect for authority, mutual trust, and genuine concern for individuals and their feelings and attitudes. Odden (1988) mentioned staff collegiality, staff-student collegiality, and caring attitudes toward children “as critical components of the school climate
According to Ayo (2000), principals can take a variety of concrete steps to help students develop an academic orientation and high achievement expectations, almost all of which reflect their instructional leadership role. The eight categories of suggestions that follow are based on observations of effective schools and effective principals.
(1) Principals can play an active and personal role in raising awareness of the need for school improvement and higher achievement expectations, as well as garnering support for the changes. They can, for example, communicate the expectation that educational programs can and will improve over time.
Principals, in particular, can empower teachers to collaborate to plan and implement improvements. They can ensure that instructional improvement strategies are prioritized and visible. Principals can also create procedures by eliciting support for improvement plans from parents and the community by speaking at PTA meetings (Patty, 2001).
(2) Principals can assist in developing consensus among staff, students, and administration on school rules and patterns of acceptable behavior that are consistent with and promote an academic orientation (Mundi, 1994).
(3) Principals can take an active role in implementing concrete improvements. They can, for example, plan, secure, and monitor in-service staff development opportunities, soliciting staff input on the content of the training, be active and supportive in assisting teachers in learning to use new instructional approaches, and set expectations for good curriculum quality through the use of standards and guidelines.
They can assist staff in establishing priorities, planning instructional improvements, supervising and coordinating the implementation of plan components, and monitoring the outcomes (Cobbler, 1999).
(4) Principals can also actively solicit parents’ participation in the schools’ instructional efforts, for example, by enlisting parents’ time as office and classroom aides, parents’ energy in organizing school-wide festivities, and parents’ money for school program expansion (Hallinger and Murphy, 1987).
(5) Principals can develop reward systems for students and teachers that encourage academic rigor and excellence in student and teacher performance. They can, for example, assist in the development of motivational tools such as school slogans, buttons,
T-shirts, or songs emphasizing school identity and academic achievement. Walter and Stanfieid (1988) described how school slogans help teachers and students develop appropriate values: “The right of a child to an education is unassailable; “move out of your comfort zone,” and win with class, lose with dignity.
Posters that proclaim the vision, expectations, mission, direction, and goals of a school to anyone entering the building (i.e. students, teachers, parents, community members, and others) are one popular strategy.
(6 Principals can ensure that student, staff, and school accomplishments and awards are visible in the building as well as to parents and the general public. Principals can develop and maintain positive staff relations by praising good work and individual strengths, and by taking an interest in their personal well-being, through good public relations work through newspapers, radio, and television.
(7) Monitoring students’ progress, particularly as reflected in test scores for each grade, class, and student, is a central and well-documented behavior of effective principals. Such behavior intrinsically reflects an academic focus and academic values. Principals can share the results with teachers and get agreement on standards. Disparities between standards are used to direct corrective action.
(8) Principals can acquire the materials and personal resources required for effective instruction and creatively apply them in accordance with academic priorities.
(9) It is the responsibility of principals to create a safe and orderly school environment. There are numerous interconnected suggestions for actions that principals can take. They can protect teaching and learning time from interruption by, for example, limiting public time from interruption by, for example, limiting public address system announcements (or classroom phone calls) to specified times, preventing message interruptions, and so on.
Statement of the Issue
The close school climate is diametrically opposed to the open school climate. Trust and esprit are low in the dosed climate, and disengagement is high in the school. The principal and teachers appear to be going through the motions in this situation,
with the principal emphasizing routine trivial and unnecessary busy work (hindrance) and the teachers responding at minimal levels and displaying little job satisfaction. Close supervision exemplifies the principle of ineffective leadership in this situation (production emphasis).
Formal declaration and impersonality (aloofness), as well as a disregard for the facility and an inability and unwillingness to provide examples of dynamic people Teachers become frustrated and apathetic as a result of these misguided tactics, which are not taken seriously.
The phrase ‘ “The behavior of both the principal and the teachers in the closed school environment is the least genuine, and their relationship is the least cordial. In fact, inauthenticity pervades the school’s atmosphere, resulting in low morale, low motivation, and low interest among teachers, with the resultant effect of poor work performance and low productivity in the school.
As a result, the purpose of this study is to investigate the organizational climate and teacher job productivity in Lagos State schools.
The Study’s Purpose
The main goal of this is to attempt and investigate the organizational climate and teachers’ job productivity in selected secondary schools in Lagos State’s mainland Local Education District.
The study’s other specific objectives are as follows:
(1) Determine whether there is a link between the principal-teacher relationship and teacher productivity in the classroom.
(2) Determine whether there is a link between teacher-teacher relationships and teacher productivity in the classroom.
(3) Determine whether there is a link between teacher-parent relationships and teacher productivity in the classroom.
(4) Determine whether there is a link between teacher-student relationships and teacher productivity in the classroom.
(5) Determine whether there is a link between school-community and teacher productivity in the classroom.
Research Issues
These research questions aided in the design of this study.
(1) Is there a link between the principal-teacher relationship and teacher productivity in the classroom?
(2) Is there a link between the teacher-teacher relationship and teacher productivity in the classroom?
(3) Is there a link between teacher-parent relationships and teacher productivity in the classroom?
.
(4) Is there a link between the teacher-student relationship and teacher productivity in the classroom?
(5) Is there a link between the school-community relationship and teacher productivity in the classroom?
.
Hypotheses for Research
In this study, the following research hypotheses were developed and tested:
(1) There is no statistically significant relationship between the principal-teacher relationship and teacher productivity in the school.
(2) There is no statistically significant link between teacher-teacher relationships and teacher productivity in the classroom.
(3) There is no statistically significant relationship between teacher-parent relationships and teacher productivity in the classroom.
(4) There is no statistically significant link between teacher-student relationships and teacher productivity in the classroom.
The Study’s Importance
The following people will benefit from this research.
(1) School Principals: The study and recommendations of this study will be of great benefit to school principals, who will gain more insights and information on the essence of school climate in the school as it affects teachers’ overall productivity.
As a result of this study, many principals who adopt close leadership styles in the school as it affects teachers’ overall productivity will rethink and take a new leap as that style of leadership does not augur well for high p
(2) Teachers: Teachers will benefit greatly from this research because it will allow them to understand the impact of school climate on their productivity in the school system. The study’s findings and recommendations will help teachers establish a good rapport with their principals if they want to create a conducive environment for their students.
The study will assist teachers in understanding that the type of relationship they have with the principals will undoubtedly affect the students who are stakeholders in the school system.
(3) Students: The study’s findings and recommendations will provide students with the impetus to understand that without a good school climate in which there should be a principal-teacher relationship or a student-teacher relationship, there cannot be a conducive school environment in which meaningful teaching/learning can take place.
(4) Society: The society will view this study as a veritable resource and reference material. People in the larger society will be able to distinguish between open and closed climates in schools based on the study’s findings and recommendations. This study will also serve as a reference for upcoming researchers.
The Study’s Scope
This study will look into the impact of organizational climate on teacher productivity in selected secondary schools in Lagos State’s Mainland Local Government Area (LGEA).
Term Definitions
(1) Obstacle: – A person or thing that makes it more difficult for someone to do something or for something to occur.
(2) Intimacy:- The state of being in a close relationship with someone.
(3) Disengagement: To liberate someone from the person who is holding them or to become free.
(4) Esprit:- A sense of pride, concern, and support for one another.
(5) Production: The process of growing or manufacturing goods or materials in large quantities.
(6) Aloofness:- A lack of friendliness or interest in other people, or a lack of interest in people.
(7) Consideration:- The quality of being sensitive to others’ wishes and feelings.
(8) Thrust:- The central point of an argument or policy.
(9) Productivity:- The rate at which a worker produces goods, as well as the amount produced, in comparison to the amount of time, work, and money required to produce them.
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