CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

Education has been described as the bedrock of every society and tool for

nation building. It is also a means of preserving societal and cultural settings, plus

the acquisition of skills that make members of the society useful to themselves and

the society (Ehusani, 2012). Ehusani (2012) opined that the process of educating is

to develop the cognitive, affective and psychomotor domain of individuals and

groups in order to equip them with knowledge and skills necessary to survive and

make the society progress.

School climate is a general term that refers to the feeling, atmosphere, tone,

ideology, or milieu of a school. Just as individuals have personalities, so too do

schools; a school climate may be thought of as the personality of a school

(Sackney, 2017). The climate of the school could be said to be closed or open and

these climates also have some level of influence on the administration of schools

which affect innovations. School climate is a relatively enduring character of a

school that is experienced by its participants, that affects their actions, and that is

based on the collective perceptions of behaviour in the school (Hoy, 2019). School

climate refers to the quality and character of the school life. School climate is

1
based on patterns of students’, parents’ and school personnel’s’ experience of

school life and reflects norms, values, goals, interpersonal relationships, teaching

and learning practices and organizational structures.

School climate refers to the structure of a school which includes the school

buildings, the play grounds, equipment school records, libraries and other material

resources necessary in the school for effective teaching and learning process

(Mgbodile, 2013). The researcher further asserted that school climate describes the

environment that affect the behaviour of teachers and students. It is the feel of a

school by the teachers and students which vary from one school to another. Within

the same area, School climate reflects the physical and psychological aspects of the

school that are more susceptible to change and provides the preconditions

necessary for teaching and learning. Murshidi (2018) saw school climate as the

atmosphere of school that is made up of the attitude shared by members of sub-

groups like; students, teachers, other staff and the school population as a whole.

The physical environment encourages scientific development and class room

arrangement which should give students easy access to the resources in the class.

Apart from the physical environment, there is the psychological environment,

which involves interaction, behaviour patterns and other intra-classroom activities

both tangible and intangible. To this, Sorigan and Awuwoloye (2015) observed

that environmental concern remains one of the major focuses of contemporary

2
scholarship. They believed that there are some environmental settings and factors

which help in categorizing environmental settings.

School climate is larger than any one person’s experience because when

people work together, a group process emerges that is bigger than any one person’s

actions. It is influenced by school leadership and is internally oriented. This means

that school leadership affects the school climate, and school climate is particular to

a school, each school has her own climate. Examples of school climates found in

schools as identified by Eneasator (2018) include the open school climate,

autonomous school climate, controlled school climate, familiar school climate,

paternal school climate and closed school climate.

According to Eneasator (2018), the open school climate is an energetic

lively school atmosphere, properly focused at realizing defined organizational

goals, while providing satisfaction for members’ needs. The closed school climate

is a school atmosphere where the principal is not dynamic and does not cultivate

the cooperation of his subordinates. Autonomous school climate is a school

atmosphere where the administrator focuses more on the needs of the staff and

students than achieving the school goals. Controlled school climate is a type of

climate where the relationship between the principal, students and teachers is

cordial and little is done to enforce rules and regulations. Familiar school climate is

3
characterized by high consideration of the needs and interests of individuals in the

school with little emphasis on production.

1.2 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 senior secondary schools in Gwagwalada Area Council, FCT,

Abuja. Secondary school organisational climate needs improvements as school

performances appear unsatisfactory.

One of the major challenges a teacher may have to face is having to carry

out his assigned duties in an ‘unhealthy’ atmosphere. Ultimately, principals are

saddled with the responsibility of creating the right and enabling environment and

atmosphere for teachers especially to work effectively. The researcher’s personal

observation has shown that these responsibilities were sometimes hampered by

non-challant attitude on the path of the principals, inadequacy of materials and

4
lackadaisical attitude on the path of the teachers, which might have impeded on

creating an enabling work environment for teachers.

Unfortunately, a large percentage of teachers’ efficiency depends on the

quality and nature of the environment created for them to function. Therefore, this

research is timely to find out how school climate influences on teachers’ job

performance in senior secondary schools in Gwagwalada Area Council, FCT,

Abuja.

1.3 Purpose of the Study

The purpose of this study is to examine the influence of school climate on

teachers’ job performance in public senior secondary schools in Gwagwalada Area

Council, FCT, Abuja. Specifically, the objectives of the study include to:

1. Find out how open school climate influences teachers’ job performance in

public senior secondary schools in Gwagwalada Area Council, FCT, Abuja.

2. Determine the influence of autonomous school climate on teachers’ job

performance in public senior secondary schools in Gwagwalada Area

Council, FCT, Abuja.

3. Examine how controlled school climate influences teachers’ job

performance in public senior secondary schools in Gwagwalada Area

Council, FCT, Abuja.

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1.4 Research Questions

The following research questions were posed for the study:

1. How does open school climate influence teachers’ job performance in public

senior secondary schools in Gwagwalada Area Council?

2. What is the influence of autonomous school climate on teachers’ job

performance in public senior secondary schools in Gwagwalada Area

Council?

3. How does controlled school climate influences teachers’ job performance in

public senior secondary schools in Gwagwalada Area Council?

1.5 Scope of the Study

This research study examines the influence of school climate on teachers’ job

performance in senior secondary schools in Gwagwalada Area Council, FCT,

Abuja. Also, it covers: open school climate, autonomous school climate and

controlled school climate. The study is limited to five (5) senior secondary schools.

This study is delimited to the content coverage and sample area due to financial

and geographical constraints. The respondents of the study are teachers in senior

secondary schools in Gwagwalada Area Council, FCT, Abuja.

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1.6 Significance of the Study

This study would be of benefit to the following stakeholders: school

administrators, teachers, parents, students and other researchers.

This study would be of immense benefit to school administrators in that it

would help them understand the irreplaceable importance and need to create an

amazing atmosphere. This study would also motivate the school administrators to

improvise skills to be able to control and maximize their resources in creating a

quality environment suitable to ease teaching-learning process in the school.

Furthermore, this study would enable the teachers in the school to also make

use of what they have to ensure that they create a nice environment to their best

ability to aid the continuous flow of teaching and learning process. They also have

to ensure that the instructional goals of teaching are efficiently achieved.

This study would also be of immense benefit to the parents and the students

in that the goals of the parents for their children and the goals of the students will

be met which will help them to vastly contribute meaningfully to the national

development. This study would assist the students to understand the need to utilize

the resources they have at their disposal in the school to achieve the knowledge

they need to.

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 Lastly, this study would also be of tremendous benefit to other researchers

carrying out a research on this subject area. The literature in this study can be used

by other researchers. This study would be published online so as to avail the

beneficiaries access to its findings and recommendations.

1.7 Operational Definition of Terms

School Climate: the physical make up of the school ranging from the environment

to the structures, location, plants etc.

Open school climate: This involves an atmosphere in which the principal listens

to teachers.

Autonomous school climate: This describes an atmosphere of complete freedom

for teachers to conduct their work and fulfill their social needs as they wish.

Controlled school climate: This is an atmosphere of hard work at the expense of

social life.

Teachers’ job performance: This evaluates the effectiveness and efficiency of

teachers in secondary schools.

1.8 Abbreviation

FCT: Federal Capital Territory

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter presented the review of related literature on the following sub-

headings: theoretical framework, conceptual framework, review of previous

studies and summary.

2.2 Theoretical Framework

2.2.1 Open-Closed Continuum Theory by Halpin and Croft, 1963

Open-Closed Continuum was propounded by Halpin and Croft in 1963. The

theory conceptualized school climate as ‘personality’ and it is described along

open-to-closed continuum. The major beliefs of the theory include:

i. School climate is like an individual personality that can vary from

individual to individual. Thus school climate are not the same for all the

schools.

ii. There are six types of school climate including open, autonomous,

controlled, familiar, paternal and closed climates. The two popular are

open and closed climates with open more desirable to achieve academic

performance.

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iii. There are four dimensions of the principal behaviours that could

influence the type of school climate including aloofness, production

emphasis, thrust and consideration. Administrators with consideration

leadership behaviour tend to create conducive school climate than those

of the rest three behaviours. Aloofness refers to behavior by the principal

which is characterized as formal and impersonal. He "goes by the book"

and prefers to be guided by rules and policies rather than to deal with the

teachers in an informal, face-to-face situation. His behavior, in brief, is

universalistic rather than particularistic; nomothetic rather than

idiosyncratic.

Production emphasis refers to behavior by the principal which is

characterized by close supervision of the staff. He is highly directive and plays

the role of a "straw boss." His communication tends to go in only one direction,

and he is not sensitive to feedback from the staff. Thrust refers to behavior by

the principal which is characterized by his evident effort in trying to "move the

organization." Thrust behavior is marked not by close supervision, but by the

principal's attempt to motivate the teachers through the example which he

personally sets. Apparently, because he does not ask the teachers to give of

themselves any more than he willingly gives of himself, his behavior, though

starkly task-oriented, is nonetheless viewed favorably by the teachers.

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 Consideration refers to behavior by the principal which is characterized by an

inclination to treat the teachers "humanly," to try to do a little something extra

for them in human terms.

This theory is relevant to this present study in that it further depicts how

school climate extremely helps teachers to perform properly in their work

assigned to them.

2.3 Conceptual Clarifications

2.3.1 School Climate

School climate refers to the structure of a school which includes the school

buildings, the play grounds, equipment school records, libraries and other material

resources necessary in the school for effective teaching and learning process

(Sackney, 2017). He further asserted that school climate describes the environment

that affect the behaviour of teachers and students. It is the feel of a school by the

teachers and students which vary from one school to another. Within the same

area, School climate reflects the physical and psychological aspects of the school

that are more susceptible to change and provides the preconditions necessary for

teaching and learning. Murshidi (2018) saw school climates as the atmosphere of

school that is made up of the attitude shared by members of sub-groups like;

students, teachers, other staff and the school population as a whole.

11
 It is also defined as feelings and attitude of students, teachers, staff and

parents. In another aspect, it is define as an orderly environment in which the

school family feels valued, accepted and seared in the pursuit of the goals of

education in the school (Chukwunwike, 2015). Marshall (2015) posited that school

climate is a multi-dimensional environmental factors that influence many

individuals including students, parents, school personnel and community.

According to him school climate underlies the day-today activities of a school. The

atmosphere of school that consists of attitudes shared by members of group or that

it is a relatively property of school environment experienced by parents which

affect their behaviour based on their collective perception in the school. School

climate is defined in this study as the effective and efficient school atmosphere that

promotes teaching and learning in the schools and ensures smooth school

administration.

The concept of school organisational climate has been variously defined.

According to Eneasator (2018), 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

12
influences the behaviour of the members of the organization. In relation to the

School organisation, Sackney (2017) 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 (2014) 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 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 (2014) defined school climate as the total environmental quality

within the school organisation which include four dimensions - ecology (the

physical and material components), milieu (the social dimension of people), social

system (the patterned relationships in the organisation); and culture (the belief

systems, values, cognitive structures and meanings).

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 The current view of school organisational climate given by Sackney (2017)

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 (2017) 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.

2.3.2 Open School Climate

This involves an atmosphere in which the principal listens to teachers. The

teachers are involved in decision-making; they are respected and taken as

colleagues by the principal. Both the principal and the teachers are accessible. The

principal shows concern for the staff welfare encourages and motivates the staff. It
14
has a democratic orientation. An open climate is used to describe the openness and

authenticity of interaction that exists among the principal, teachers, students and

parents. Sabo (2018) stated that an open climate reflects the principal and teachers

cooperative, supportive and receptive attitudes to each other’s ideas and their

commitment to work. The principal shows genuine concern for teachers; motivates

and encourages the staff members (high supportiveness). The principal gives the

staff freedom to carry out their duties the best way they know (non-directiveness).

The principal does not allow routine duties to disrupt teachers’ instructional

responsibilities (low hindrance). Also, in a school characterized by open climate,

teachers are portrayed as tolerant, helpful and respectful professionals (low

disengagement). They are caring and willing to assist students when need be.

Teachers work hard so that students succeed (high commitment). They care,

respect and help one another as colleagues and even at personal level (high

collegial relations). As a team they work for the success of students. Both the

principal and teachers are accessible and approachable as they maintain close

relationships with students and parents. Tarter (2017) found that high supportive

principal behaviour, low directive principal behaviour, high engaged teacher

behaviour are attributes of an open/healthy organisational climate.

An open school climate is characterized by a school climate where both the

teachers' and headmaster/mistresses’ behaviour are authentic, energetic, goal-

15
directed, and supportive, and in which satisfaction is derived from both task

accomplishment and social-need gratification. The distinctive characteristics of the

open school climate are cooperation, respect, and openness that exist within the

teachers and between the teachers and headmaster/mistress. The

headmaster/mistress listens and is receptive to teacher ideas, gives genuine and

frequent praise, and respects the competence of teachers (high supportiveness).

Headmaster/mistress also gives their teachers freedom to perform without close

scrutiny (low directiveness). Likewise, the teachers support open and professional

behaviour (high engagedness) among teachers, they cooperate and are committed

to their job and teaching. Teachers find the working environment facilitating rather

than frustrating (low frustrating). In brief, the behaviour of both the

headmaster/mistress and teachers are genuine and open.

2.3.3 Autonomous School Climate

This describes an atmosphere of complete freedom for teachers to conduct

their work and fulfill their social needs as they wish. Leadership act emerges

primarily from the group and rather infrequently from the principal. The principal

models enthusiasm and diligence. Both the teachers and the students are happy,

safe, valued and wanted. There is no external influence or threat. Teachers have

desire to work and are also motivated to high production and ready to learn. There

is close relationship between the principals, teachers, students, and parents. It

16
shows that this type of school is effective efficient. The autonomous school

climate portrays an atmosphere where teachers are given a good measure of

freedom to operate in the school. The principal models enthusiasm and diligence.

Both the teachers and students are happy and there is no external threat or

influence. Teachers have great desire to work and students are highly motivated to

learn. There is close relationship among the principal, teachers, students and

parents. This implies that in this type of climate there is effective management of

organizational climate.

2.3.4 Controlled School Climate

This is an atmosphere of hard work at the expense of social life. The climate tends

to be impersonal, highly task-oriented and highly controlled. Thus, in most cases,

there is no time for interactions with one another and for the students; there is no

time for extracurricular activities. In controlled school climate, hard work is the

major characteristic. Although the principal does not model commitment, hard

work is overemphasised to the extent that little or no time is given to social life.

Nonetheless, teachers are committed to their work and spend considerable time on

paper work. Thus, in most cases, there is little time to interact with one another.

Students are also hard working, but are given little time for participation in extra

curricular activities. The principal often employs a direct approach, keeps distance

from teachers, students and parents in order to avoid familiarity. Parents are not

17
encouraged to visit school with their children’s problems as the time on such

matters could be used on something worthwhile (Silver, 2018). The familiar school

climate depicts a laissez-faire atmosphere. The principal is concerned about

maintaining friendly atmosphere at the expense of task accomplishment. Thus, a

considerable percentage of teachers are not committed to their primary assignment.

Some who are committed resent the way the principal runs the school; they do not

share same views with the principal and their colleagues. As a result, those who are

not committed, form a clique because they are of the same attitude, they become

friends. Most students do not take their studies seriously and some of them give

flimsy excuses to be out of class or absent from school. Most parents are not

involved in their children’s education, they are not keen to find out what their

children do or do not do in school. In other words a careful supervision is needed

for this type of climate to be effective.

2.3.5 Other Types of School Climate

a. Familiar climate: Is an atmosphere of sociability at the expense of task

performance. This is also known as laissez fair type teachers are not committed to

work but they maintain close relationship with the principals. Very little is done to

control or direct the teachers towards goal achievement. It requires careful

supervision to ensure effective improvement of the school.

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b. Paternal climate: Paternal climate is characterized as one in which the principal

discourages the emergence of leadership acts from the teachers. The principal

isolates teachers in decision-making but places emphasis on production. He

assumes the position of all knowing at all times.

c. Close climate: The does not al communication on the part of the principal,

teachers and the students. The principal is ineffective and directs the activities of

the teachers. The teachers pay lip attention to their duties and are not committed to

duty. The teachers are not united and there is no motivation and encouragement

from the principal. Each of the above school climates affects the motivation of

teachers in one way or the other in the school system.

2.3.6 Teachers’ Job Performance

Teachers are the backbone of an educational activity. The success and the

failure of educational activities highly depend on teachers’ performances. Their

performances are directly linked to process and product of education. Therefore,

the performance of teachers is emphatic for the improvement of education.

Teachers’ job performance is defined as duties performed by a teacher at a

particular period in the school system in achieving organizational or educational

goals (Obilade, 2017). It is also referred to an act of accomplishing or executing a

given task (Griffin, 2015). Therefore, teacher’ job performance is measured on

19
how efficiently and effectively organization/ schools satisfy the following five

aims:

i. Objective achievements;

ii. Efficiency of the teachers;

iii. Effectiveness of the teachers;

iv. Comparability with other organization; and

v. Trend-performances over a period (p. 24)

Relatively, in the school, teachers’ performance may be measured in terms of

teachers’ productivity. Schacter and Thum (2014) suggested that teachers’

performance may be evaluated in terms of what the teacher control and actually do

in class room such as teaching effectiveness in the classroom.

Autine (2014) defined job performance as the degree to which personal

needs, both material and psychological are realized by the individual while

performing the task assigned to him/her. According to him, individuals commonly

seek job performance. Workers want pleasant superiors and colleagues,

responsibility, interesting work security, adequate pay, adequate status with

prospects for promotions, tasks which are commensurate with their abilities and

pleasant surroundings with good working conditions. A look at the above concept

throws a challenge to personnel managers including principals of secondary

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schools, as many factors can influence the job performance of workers including

teachers.

Locke (2014) referred to job performance as the pleasurable and positive

emotional state resulting from the appraisal of one's job experiences. In his own

definition. Happock (2014) who explained job performance in terms of the ratio

between what a person had and what he wanted. He maintained that job

performance could result from a job that met an individual's needs all the time.

This explanation suggests that job performance of the teacher could be assumed

only when the employer provides him/her with all the needed factors he wanted

from his work. Nwankwo (2014) held the view that the more the needs of the

workers are satisfied within the organization, the more they are motivated to work

and thus satisfy the needs of the organization. It therefore follows that a satisfied

worker in an organization is operating at two levels of performance namely: his

own need performance and performance of the needs of the organization.

2.3.5 Managing the School Organisational Climate

Managing the organisational climate of the school hinges much on the

leadership prowess of the principal through the adoption of appropriate

management principles and practices. Bowers (2016) identified four managerial

approaches for managing the organisational climate:

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Approach 1: Exploitive-authoritative (or punitive-authoritarian). This is the

management approach based on classical management concepts, a Theory X view

of motivation, and directive leadership style.

Approach 2: Benevolent-authoritative (or paternalistic-authoritarian). This is the

management of organisational climate that emphasis a one-to-one relationship

between subordinate and leader in an environment in which the subordinate is

relatively isolated from others in work related matters.

Approach 3: Consultative. Consultative employs more of a participative

leadership style 37 in which the leader tends to consult with the people individually

in the process of making decisions

Approach 4: The participative (or group interactive). The participative (or group

interactive) model of an organisational climate management uses Theory Y

concept of human functioning and also emphasizes team interaction in all of the

critical organisational process. The four systems of organisational climate

management approaches underscore the role of the principal in adopting

management principles that relate to either people orientation or production

orientation as identified by Halpin and Croft. In the school setting, people are the

vital component and the principal ought to give attention to this category of the

organisation.

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 Azzara (2014) stated that the principal needs to be people oriented, stressing

that the principal needs to remember that teachers, students and parents are human

and as such they have strengths and weaknesses. It is therefore, the principal’s

responsibility to create situations where the strength of people will be tapped for

facilitating the achievement of school goals. Benton (2015) believed that the

principal needs to recognize human dignity. This implies that teachers should not

be perceived as slaves, but as colleagues in order to create the needed harmony.

Benton believes further that the principal as well as teachers need to balance

individuals concerns in their private lives with demands of their jobs as the nature

of their work require both personal and professional management. The principal in

managing the school climate needs to model and facilitate good relationship among

the school community by recognizing the inherent worth of human beings

irrespective of status or positions in the school hierarchy.

The findings of Harris and Lowery (2012) indicated that the principal who

respects and treats every member of the school community fairly and equally

encourages and emphasises behaviour that create positive school climate. In

addition, Heller (2012) affirmed that showing compassion to staff makes them

more willing to put in extra hours when need be. Heller believes in Maslow’s

hierarchy of needs that people function at high levels when their basic needs are

met, stressing that personal relationships enhance loyalty and mutual support. Thus

23
when people are treated as human beings as opposed to machines, their potentials

are discovered and utilized to the advantage of the school, hence the school climate

can be effectively managed. Furthermore, Freiberg and Stein (2019) compared

sustaining school climate to tendering a garden that requires continuous effort to

retain its beauty.

Continuous effort implies the involvement of motivation, evaluation and

feedback and staff development. Benton (2015) stated that the need for security,

sense of belonging and recognition go a long way in determining a worker’s

attitudes and level of performance. Benton opined that the leader that recognises

the individual needs, is most of the time satisfied using recognition and support

than with money. This underscores the need for the principal to make use of praise

to motivate staff. Fulton and Maddock (2018) stated that the principal has great

opportunity to use his emotion in a constructive way to energise teachers, students

and parents and maximise motivation, getting them to be personally engaged in

school activities in pursuit of school goals. Therefore, as a motivator, the principal

needs to consistently acknowledge and praise the performance of teachers, students

and parents. This motivates them towards greater participation and performance

with overall effect on the positive school climate. In addition, Steffy (2014)

pointed out that the purpose of evaluating the teachers should be to provide them

with feedback on their performance and should not be seen as an end, but rather as

24
a means to an end. This should be done consistently in order to maintain a positive

climate in the school.

Hill (2017) wrote that when evaluation is used well, it builds confidence and

competence in the teachers and they will value it and performance enhanced. This

is capable of enhancing the school organisational climate. Another management

practice that can ensure effective school climate is the staff development. Harris

(2012) stated that staff development is critical to student progress and therefore

school improvement, stressing that research findings show that successful schools

encourage and facilitate the learning of both teachers and students. The quality of

staff development and learning is pivotal to maintaining and enhancing the quality

of teaching and learning. The staff development is effective if the teachers are

involved in the process themselves, therefore, Speck and Knipe (2014) maintained

that professional development plan should not be prescribed for teachers rather,

teachers should have input in their professional development plans.

Dufour and Eaker (2018) stated that the purpose of staff development is to

help teachers as individuals and as a team to become more effective in helping the

students achieve the intended results of their education. In essence, staff

development benefits both teachers and the school because the teachers learn for

themselves and this makes them more effective teachers in class; that is, the

passion to learn will spill over to their students and the students’ enthusiasm will
25
increase. Therefore, staff development is imperative for the school in order to keep

abreast with the demands of teaching and learning in a rapidly changing world.

Uben (2011) believed that it is the responsibility of the principal to set conditions

that will enable teachers reach their full potentials stressing that the principal has

the responsibility to initiate and support staff development in schools. Another way

of creating a positive school organisational climate is by fostering teamwork.

George (2013) defined a team as a group of 41 people with complementary

skills, who work actively together to achieve a common purpose for which they

hold themselves collectively accountable. Teamwork occurs when teachers work

together for the same purpose as their skills are well utilized to achieve a common

goal. According to Cohen (2013) when teachers work as a team, they serve their

customers better. In effect, when teachers share ideas with experiences with

regards to teaching, learning and discipline, they are likely to be more effective and

efficient in the classroom. Dufour (2014) stated that when teachers work

collaboratively, it increases internal motivation, general job satisfaction, work

efficiency and professional commitment. Also, working in team spirit and as a

team member increases teachers’ competence in their job and it boosts the

relationship among teachers. Thus, to a reasonable extent, working as a team

enhances positive school climate. It is assumed that teachers are better able to work

26
together as a group if they share common goals and if the school setting

encourages it.

2.4 Review of Previous Studies

Shegede (2015) conducted a study on the impact of leadership behaviour of

principals on organisational climate of secondary schools in Ondo State of Nigeria.

The major purpose of the study was to investigate and identify the leadership styles

prevalent in the schools. Survey design was used for the study. Questionnaire was

administered on 500 secondary school teachers in fifty secondary schools. The

study made use of mean, standard deviations and T-test to analyze the data

generated. It was found that the organisational climate of most schools was

relatively closed. The study revealed a positive relationship between leadership

styles and the type of organisational climate.

This study is different from the present study as this was carried out in Ondo

State while the present study is carried out in FCT, Abuja

Obiorah (2016) carried out a study on improving management of School

Organizational Climate in secondary schools in Kogi East Education Zone. The

descriptive survey design was used for the study. The population for the study was

476. Random sampling technique was adopted to select 213 respondents. A

questionnaire was used as the main instrument. Data was analyzed using mean

27
score and standard deviation while t-test was applied in testing the hypotheses. The

study revealed that the school organizational climates that existed in secondary

schools in Kogi East Educational Zone were satisfied with the administrative

leadership style of the open autonomous and controlled school climates which

further identified eight administrative strategies that could improve school

organizational climate such as staff development, students’ involvement in

decision-making, promotions of staff Welfare, fostering team spirit and provision

of appropriate and adequate teaching and learning facilities.

This work is relevant to the current study since it focused on school climate

which is the main theme of this study. This study is different from the present

study as this was carried out in Kogi State while the present study is carried out in

FCT, Abuja.

Onwuachi (2017) conducted a study on school climate and teachers job

satisfaction in Enugu Education Zone of Enugu State. The major purpose of the

study was to find out to what extent the school climate affected the satisfaction of

teachers in their job. Descriptive survey design was employed for the study. A

population of 225 teachers randomly selected from a total population of 3,684

secondary school teachers in Enugu Education Zone. The statistical tools used for

the study were 51 mean, standard deviations and T-test. The study revealed that the

teachers were satisfied with the administrative leadership style of the principals of
28
secondary schools in Enugu Education Zone which is related to the present study.

However, teachers were not satisfied with the insufficient availability of

infrastructural facilities in the schools.

This study is similar to this present study as they both adopted the

descriptive survey design.

Alike (2017) conducted a study on the influence of school organisational

climate on teachers’ attitude to work in Awka Education Zone of Anambra State.

The major purpose of the study was to identify the types of organisational climate

prevalent in schools in Awka Education Zone of Anambra State and to determine

whether it influenced teachers’ attitudes to work. The study adopted survey design.

The population for the study consisted of sixty secondary schools in Awka

Education Zone and the subjects for the study consisted of two thousand, one

hundred and thirty teachers (2,130) from twenty randomly selected schools in the

zone were involved in the study. Descriptive statistics (mean and standard

deviations), T’test and ANOVA were statistical tools employed for the data

analysis. It was revealed that the organisational climate of most of the schools were

relatively closed and scores obtained revealed a controlled structure, The analysis

of the data also showed that teachers’ sex, qualification and years of teaching

experience did not influence the attitude to work. Also it was revealed that teachers

29
in schools with open climate showed positive attitude to work while those with

closed organisational climate showed negative attitude to work.

This reviewed study is related to this present study as they both used

teachers as their respondents.

Nwite & Aja (2017) carried out a study on school climate variables and

teachers’ attitude to work in Nigerian Secondary Schools. A correlation survey

design was adopted for the study, while a sample of 300 teachers were randomly

selected from the population of 1, 157 in Abakaliki Educational zone of Ebonyi

State. The study was guided by three research questions and three hypotheses. The

research questions were answered using mean (x) statistical scores and standard

deviation, while the hypotheses were tested at 0.05 alpha level using Pearson

Product Moment Correlation Co-efficient. The result of the study revealed that

teachers' attitude to work was highly related to the style of leadership style adopted

by school principals. It was also discovered that participation in school decision-

making by teachers could move teachers towards high productivity.

Murshudi, (2018) carried out a study on beginning teachers perception on

the types of school climate in Sarawak, Malaysia. The main purpose was to

investigate the type of school climate being perceived by the beginning teachers in

Sarawak, the newly and fully qualified teachers in their first year of teaching

30
assignment. He further studied the differences in beginning teachers’ perception on

school climate in relation to gender, location of the school, types of teacher

education and age groups. He used the population of 328. The researcher used

school climate index. The study revealed that first year beginning teachers

perceived that their schools have a moderate positive school climate. There was a

significant difference in beginning teachers’ perception on the type of school

climate in relation to gender, types of teachers’ education and age groups.

This study is different from the present study as this was carried out in

Sarawak, Malaysia while the present study is carried out in Nigeria.

Dike & Eric (2019) carried out a study on school climate and teachers

performance in Rivers State, Nigeria. Four research questions and one hypothesis

guided the study. The study adopted correlation – research design. Stratified

random sample technique was used to draw the sample size of 504 representing

20% of teachers representing teachers from each senatorial district. A validated

instrument titled school climate and teacher’s performance questionnaire was used

for date collections. The instrument yielded a reliability index of 0.84. Mean and

standard deviation were used to answers research questions, while the Pearson

product moment correlation was used to test the research hypothesis at 0.05 level

of significance. Autocratic leadership style negatively affect teachers attitude to

work, but democratic leadership style positively enhances teachers performance;

31
teachers who are highly paid perform better in school, but teachers who are not

well paid do not perform well in school; teaching small class enables the teacher to

teach very well, enhances teachers classroom management strategy and enables the

teacher to reach the students individually; Downward communication improves

teachers performance, but upward communication which comes as rumor’s affects

teachers performance.

It was recommended that; Rivers State government should ensure that

teachers in public secondary schools are provided with internet facilities,

computers and laptops. Principals of public secondary schools in Rivers State

should ensure that they are democratic in their leadership style. Rivers State

government should ensure that teachers’ salaries and other allowances are adequate

and regularly paid. Rivers State government should ensure that enough classrooms

and teachers are provided in public secondary schools to eliminate situations of

teachers teaching large class size. Principals should ensure that good

communication channels are used to avoid rumours which will negatively affects

teacher’s performance.

Okeke, Igbokwe, Ekweogu & Anyanwu (2020) carried out a study on school

climate as a predictor teachers' job performance in secondary schools in Anambra

State, Nigeria. It adopted correlational study design. Two research questions and

two null hypotheses guided the study. Out of the population of 5498 teachers in
32
government owed secondary schools, a sample of 550 teachers was selected using

proportionate stratified random sampling technique. The instruments used to

collect data was two set of questionnaires namely: “Organizational Climate Index

(OCI)”, and “Teachers’ Job Performance Questionnaire” (TJPQ). The

questionnaires were validated by experts. Cronbach Alpha method was used to

determine the reliability coefficient of the instruments, which yielded 0.81 for

Organizational Climate Index (OCI) and 0.66 for Teachers Job Performance

Questionnaire (TJPQ). Pearson Product Moment Correlation showed that teachers’

perception of school climate is not a significant predictor of their job performance.

Odoh (2021) researched on a study titled relationship between school

climates and teachers’ job commitment in public secondary schools in Ebonyi

State. Correlational design was utilized for the study. The sample of the study

comprised 440 secondary school teachers in the area of study. The instrument used

for data collection was school climate assessment scale and job commitment

assessment scale was developed by the researcher. The instrument was validated

by three experts, two experts from the Department of Educational Foundations and

one expert from Measure and Evaluation option of Science Education Department

both in Ebonyi State University Abakaliki. Research questions were answered

using mean (x) while the hypotheses were tested using Pearson. Findings revealed

that there was a positive relationship between open school climate and teachers’

33
job commitment in secondary schools in Ebonyi State; secondly it was discovered.

Based on the findings, the study recommended that various arms of the

government especially those in charge of secondary education in the areas and

state should try to provide schools with the necessary resources needed by the

schools principals for operation of open climate in the school.

Ailan & Anchalee (2022) carried out a study on the relationship between

teachers’ perception towards school climate and their job satisfaction in Thailand.

A total of 143 full-time teachers volunteered to participate in this study. The main

research instrument was a 43-item questionnaire adopted based on the Open and

Closed School Climate and the Healthy School Climate Theory and job satisfaction

factors of the respondents: teaching job, income, working conditions, self-esteem,

intrinsic rewards, interpersonal relationships, policies and management. Means and

standard deviations were used to report the teachers’ perception towards school

climate and their job scarification; Pearson Product Moment Correlation

Coefficient analysis was applied to test the relationship between these two

variables. The results showed that the teachers in the target school had a positive

attitude towards school climate (X= 4.13/ S.D = 0.77). The Pearson Correlation

test indicated that there was a significant relationship between teachers’ perception

towards the school climate and their job satisfaction with a correlation significance

0.01 level. The study findings confirmed that major crucial issues in education that

34
need the school’s closest attention are the school as a learning organization to

provide the conditions necessary for a healthy working climate and teacher

professional development and the retention of qualified teachers based on their job

satisfaction to produce quality education.

2.5 Summary

This chapter showed the concept of climate, types of climate and various

factors that influence school climate and how it influences teachers’ job

performance. Five reviews of previous studies were carried out and it was

discovered that none of the study were carried out in line with the focus of this

study which is to find out how open, closed and autonomous school climate

influences teachers’ job performance which is the gap this study intends to fill.

35
 CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction

This chapter presents the research design, population of the study, sample

size and sampling procedure, instrumentation, validity and reliability of the

instrument, data collection procedure and method of data analysis.

3.2 Research Design

The research design used in this study was descriptive survey design.

Nworgu (2008), stated that descriptive survey design enables collection of reliable

data from a number of respondents from which generalization can be made. The

design is suitable and appropriate as it enabled the researcher to gather relevant

data from respondents using questionnaire as a research instrument. The design

also enabled the researcher to collect data from respondents with prior and

36
 valuable experiences of the independent and dependent variables investigated in

the study.

3.3 Population of the Study

The population of the study comprised of 676 teachers from public senior

secondary school from ten public senior secondary schools in Gwagwalada Area

Council, FCT, Abuja, Nigeria (Secondary Education Board, 2022) [SEE

APPENDIX III].

3.4 Sample Size and Sampling Procedure

The sample of the study consisted of 115 teachers sampled from five (5)

public senior secondary schools using simple random sampling technique. That is

17% of the population was sampled. Ezenache (2016) suggests that at least 10% or

more of the population in a study would be appropriate.

Table 1: Sample Size of Senior Secondary Schools and Respondents

S/ Name of Secondary Schools Sampled No of Respondents

N
1 Government Day Secondary School, Gwagwalada 23
2 Government Secondary School, Dagiri, Gwagwalada 22
3 Government Girls’ Secondary School, Dukpa, Gwagwalada 18
4 Government Secondary School, Giri, Gwagwalada 27
5 Government Secondary School, Paikon-Kore, Gwagwalada 25
TOTAL 115

37
3.5 Instrumentation

The instrument used for data collection was a questionnaire titled: “School Climate

and Teachers’ Job Performance Questionnaire” (SCTJPQ). The questionnaire

comprised of two sections (A and B). Section A consisted of respondents’ bio-data

while section B consists of items that deal on research questions and content

coverage of the study. The questionnaire was a 4 point rating scale of Strongly

Agree (4 points), Agree (3 points), Disagree (2 points) and Strongly Disagree (1

point) used for the research questions.

3.6 Validity and Reliability of the Instrument

In order to determine the validity of the instrument, the questionnaire was

given to the project supervisor in the department and two experts in Department of

Educational Management to vet. The questionnaire was adequate to answer the

research questions of the study.

The researcher carried out pilot study on the instrument in public senior

secondary schools in Gwagwalada Area Council to ensure the reliability of the

instrument. The respondents used in the pilot study were exempted in the main

study. Test-retest method was used to collect the data and Pearson Product

Moment Correlation Coefficient was applied to compute the reliability coefficient

38
of the instrument and the instrument was discovered to be reliable, because the

coefficient of 0.80 was gotten from the analysis.

3.7 Data Collection Procedure

The researcher got an introductory letter from the department and he

administered the copies of the questionnaire personally and through the assistance

of some teachers that were briefed about the nature of the research beforehand in

the sampled secondary schools. This was to ensure their understanding so as to get

maximum co-operation from the respondents and ascertain a high percentage of

return of the copies of the instrument that were distributed. All the copies of the

questionnaire were retrieved.

3.8 Method of Data Analysis

The researcher used percentage to calculate analyze the demographic data of

respondents while mean was used to analyze the research questions. The mean was

calculated as thus:

Mean = 4+3+2+1 = 10= 2.50

4 4
Decision: Where the mean score was above 2.50, it was adjudged “agreed” in

explaining the phenomenon while below 2.49 was adjudged “disagreed” in

39
explaining the situation. The sectional mean of 2.50 and above were adjudged

accepted while 2.49 and below were adjudged rejected.

CHAPTER FOUR
4.0 DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter presented the data analysis and interpretation of results. The

presentation was based on the research questions set to guide the study.

4.2 Presentation of Data

The data were analyzed and results presented in tables and interpretation
follows immediately.
4.2.1 Demographic Data
Demographic data are analyzed and presented in tables below.
Table 2: Distribution of Respondents by Gender
(N = 115)
Gender Frequency Percentage (%)

40
 Male 73 64
Female 42 36
Total 115 100
Source: Field Work, 2023
Table 2 showed that 73 respondents were males representing 64% while 42

respondents were females representing 36% who participated in the study.

Table 3: Distribution of Respondents by Educational Qualifications

(N = 115)
Educational Frequency Percentage (%)
Qualification
NCE/HND 45 39
B.Sc/B.Ed/B.A 58 50
M.Sc/M.Ed 12 11
Total 115 100
Source: Field Work, 2023
Table 3 displayed that 45 respondents had NCE/ HND qualification representing

39%, 58 respondents had B.Sc/ B.Sc. (Ed)/ B.A/ B.A(Ed) constituting 50% while

12 respondents had M.Sc/M.Ed which represented 11%

Table 4: Distribution of Respondents by Years of Teaching Experience

(N=115)
Teaching Experience Frequency Percentage (%)
0 – 3 years 26 23
4 – 6 years 36 31
7 – 10 years 30 26
11 years & above 23 20
Total 115 100
Source: Field Work, 2023
Table 4 showed that 26 respondents representing 23% had 0 - 3 years of teaching

experience, 36 respondents representing 31% had a teaching experience of 4- 6

41
years while 30 respondents representing 26% had a teaching experience of 7- 10

years and finally, 23 respondents representing 20% had a teaching experience of 11

years and above.

4.3 Data Analysis and Results

Research Question One: How does open school climate influence teachers’ job

performance in public senior secondary schools in Gwagwalada Area Council,

Abuja?

Table 5: Influence of Open School Climate on Teachers’ Job Performance

(N= 115)
S/n Influence of open school climate on 4 3 2 1 Mean Decision
teachers’ job performance
SA A D SD
Open school climate was:

1 An atmosphere in which the principal 43 28 22 22 2.80 Agree

listened to teachers
2 Principal involved teachers in decision- 35 44 10 26 2.77 Agree
making
3 Principal respected and took teachers as 26 37 38 14 2.65 Agree
colleagues
4 Both the principal and the teachers were 26 34 29 26 2.52 Agree
accessible
5 The principal showed concern for the staff 29 31 34 21 2.59 Agree
welfare
Sectional Mean 2.66 Accepted

42
Table 5 above showed the influence of open school climate on teachers’ job

performance in public senior secondary schools, in Gwagwalada Areas Council, Abuja

which has a sectional mean score of 2.66. Analysis revealed that open school climate

involves an atmosphere in which the principal listened to teachers, principal involved

teachers in decision-making, principal respected and took teachers as colleagues, both the

principal and the teachers were accessible and the principal showed concern for the staff

welfare which had mean scores of 2.80, 2.77, 2.65, 2.52 and 2.59 respectively. The

sectional mean score of 2.66 indicated that open climate positively influenced teachers’

job performance in public senior secondary schools in the studied area.

Research Question Two: What is the influence of autonomous school climate on

teachers’ job performance in public senior secondary schools in Gwagwalada Area

Council?

Table 6: Autonomous School Climate and Teachers’ Job Performance

(N=115)
S/ Autonomous school climate and teachers’ job 4 3 2 1 Mean Decision
n performance
SA A D SD

6 Teachers conducted their work freely 30 40 21 24 2.66 Agree

7 Principal allowed teachers to fulfill their social 39 33 23 20 2.79 Agree
needs as they wish
8 The principal modelled enthusiasm and diligence 27 37 32 19 2.63 Agree
9 Both the teachers and the students were happy, 45 34 14 22 2.89 Agree
safe, valued and wanted
10 Teachers had the desire to work and are also 54 34 21 6 3.18 Agree

43
 motivated for high production and readiness to
learn
Sectional Mean 2.83 Accepted

Table 6 revealed the influence of autonomous school climate on teachers’ job

performance in public senior secondary schools in Gwagwalada Area Council, Abuja

which had a sectional mean score of 2.83. Analysis revealed that teachers conducted their

work freely, principal allowed teachers to fulfill their social needs as they wish, the

principal modelled enthusiasm and diligence, both the teachers and the students were

happy, safe, valued and wanted and teachers had the desire to work and were also

motivated for high production and readiness to learn which had mean scores of 2.66,

2.79, 2.63, 2.89 and 3.18 respectively. The sectional mean score aggregate indicated that

autonomous climate positively influenced teachers’ job performance in public senior

secondary schools in the sampled area.

Research Question Three: How does controlled school climate influences on

teachers’ job performance in public senior secondary schools in Gwagwalada Area

Council?

Table 7: Controlled School Climate and Teachers’ Job Performance

(N=115)
S/n Controlled school climate and 4 3 2 1 Mean Decision
teachers’ job performance
SA A D SD
11 An atmosphere of hard work was 33 36 20 26 2.66 Agree
created at the expense of social
life

44
 12 The climate tended to be 32 34 19 30 2.59 Agree
impersonal, highly task-oriented
and highly controlled
13 There was no time for teachers 31 39 26 19 2.71 Agree
interactions with one another and
with the students
14 There was no time for 30 28 33 24 2.56 Agree
extracurricular activities
Sectional Mean 2.63 Accepted

Table 7 presented the influence of controlled school climate on teachers’ job

performance in public senior secondary schools in Gwagwalada Area Council, Abuja

which had a sectional mean score of 2.63. Analysis revealed that an atmosphere of hard

work is created at the expense of social life, the climate tended to be impersonal, highly

task-oriented and highly controlled, there was no time for teachers interactions with one

another and with the students and there was no time for extracurricular activities, these

had mean scores of 2.66, 2.59, 2.71 and 2.56 respectively. The sectional mean score of

2.63 showed that controlled school climate influences teachers’ job performance

negatively in public senior secondary schools in Gwagwalada Area Council, FCT, Abuja.

Results
The findings of the study proved that:

1. Open climate positively influenced teachers’ job performance in public senior

secondary schools in the sampled area.

45
 2. Autonomous climate positively influenced teachers’ job performance in public

senior secondary schools in public senior secondary schools in Gwagwalada Area

Council, FCT, Abuja.

3. Controlled school climate influenced teachers’ job performance in public senior

secondary schools in Gwagwalada Area Council, FCT, Abuja.

4.4 Discussion of Findings

The findings of the research question one showed that open school climate

involves an atmosphere in which the principal listened to teachers, principal involved

teachers in decision-making, principal respected and took teachers as colleagues, both the

principal and the teachers were accessible and the principal showed concern for the staff

welfare. This is in line with the findings of Shegede (2015) that there is a positive

relationship between leadership styles and the type of organisational climate.

The study showed that teachers conducted their work freely, principal allowed

teachers to fulfill their social needs as they wish, the principal modelled enthusiasm and

diligence, both the teachers and the students were happy, safe, valued and wanted and

teachers had the desire to work and were also motivated for high production and

readiness to learn. This is in line with the findings of Nwite & Aja (2017) that

participation in school decision-making by teachers could move teachers towards

high productivity.

The study discovered that an atmosphere of hard work is created at the expense of

social life, the climate tended to be impersonal, highly task-oriented and highly

46
controlled, there was no time for teachers interactions with one another and with the

students and there was no time for extracurricular activities. This is in line with the

findings of Obiorah (2016) who found out eight administrative strategies that could

improve school organizational climate such as staff development, students’

involvement in decision-making, promotions of staff Welfare, fostering team spirit

and provision of appropriate and adequate teaching and learning facilities.

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presented a summary of the research, conclusion,

recommendations and suggestions for further research.

5.2 Summary

This research study was on “influence of school climate on teachers’ job

performance in public senior secondary schools in Gwagwalada Area Council,

47
FCT, Abuja”. The review of related literature was on concept of climate, types of

school climate, influence of school climate on teachers’ job performance in

secondary schools.

The research methodology used for this research was a descriptive survey

research design. The research instrument used was the questionnaire titled: “School

Climate and Teachers’ Job Performance Questionnaire” (SCTJPQ). The population

of the research study were teachers in secondary schools selected in Gwagwalada

Area Council, FCT, Abuja, Nigeria. A total number of 115 respondents were

selected randomly. The data collected from the questionnaire were analyzed in

tables, percentage, and mean scores based on research questions of the study in

chapter one.

The findings from the analysis showed that: Open climate positively influenced

teachers’ job performance in public senior secondary schools in the sampled area,

autonomous climate positively influenced teachers’ job performance in public senior

secondary schools and controlled school climate influenced teachers’ job performance in

public senior secondary schools in Gwagwalada Area Council.

5.3 Conclusion

Conclusively, the study proved out that school climate depending on its

nature had direct influence on teachers’ job performance in secondary schools. The

48
way teachers behaved and took their jobs was largely dependant on many factors,

in which school climate was key.

5.4 Recommendations

Based on the results of this study, the following were the recommendations

were given:

1. Principals should create a balanced open school climate to encourage

innovation, creativity and motivate teachers to increase their job

performance.

2. To foster the development of positive attitude to work by teachers, principals

should in all ramifications and in accordance to the principles of school

administration allow teachers to participate in school decision-making

freely.

3. The principals should not continue to use controlled school climate as this

influences teachers’ job performance negatively.

5.5 Suggestions for Further Research

These research titles should be considered for further studies:

1) Influence of School Climate on the Administration of Public Secondary

Schools.

49
 2) Influence of School Climate on Students’ Academic Performance Learning

in Public Secondary Schools.

3) Assessment of School Climate and Principals’ Leadership Behaviour in

Private Secondary Schools.

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Tarter, R. E. (2017). Organizational Behavior in Education: Leadership and School
Reform. New York: Pearson.

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Uben, D. E. (2011). Leadership as a way of thinking. Educational Leadership,
3(49), 5 – 9.

APPENDIX I

University of Abuja,
Faculty of Education,
Department of Educational
Management,
P.M.B. 117,
Abuja,
24th August, 2023.
Dear Respondent,

LETTER OF INTRODUCTION

54
 I am a student of the above named institution conducting a research titled:

Influence of School Climate on Students’ Academic Performance in Public

Senior Secondary Schools in Gwagwalada Area Council, FCT, Abuja. This

study is a requirement for the award of Bachelor Degree (B.Ed) in Educational

Administration and Planning, Deparment of Educational Management, University of

Abuja.

I will be grateful if you assist in completing this questionnaire. I assure you that

any information provided will be treated in strict confidence as it is required for academic

purpose only.

Yours faithfully,

UZOCHUKWU, Charles Ekeke

REG.NO: 19/204EDM/028

QUESTIONNAIRE ON SCHOOL CLIMATE AND TEACHERS’ JOB

PERFORMANCE

SECTION A

Instruction: Please tick (√ ) in the box below accordingly.

1. Gender (a) Male (b) Female

2. Educational qualification

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 (a) NCE/HND (b) B. Sc/B. Sc (Ed)/B.A/B.A (Ed)

(c) M. Sc

3. Years of working experience ………………………………….

(a) 0 – 3 years (b) 4 – 6 years

(c) 7 – 10 years (d) 11 years and above

SECTION B
Please kindly indicate the appropriate answers by ticking in the options below.

KEYS: SA = Strongly Agree; A = Agree; D = Disagree & SD = Strongly Disagree

S/N Questionnaire Items SA A D SD

Open school climate and teachers’ job performance
1 An atmosphere in which the principal listened to
teachers
2 Principal involved teachers in decision-making
3 Principal respected and took teachers as colleagues
4 Both the principal and the teachers were accessible
5 The principal showed concern for the staff welfare

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 Autonomous school climate and teachers’ job SA A D SD
performance
6 Teachers conducted their work freely
7 Principal allowed teachers to fulfill their social needs
as they wish
8 The principal modelled enthusiasm and diligence
9 Both the teachers and the students were happy, safe,
valued and wanted
10 Teachers had the desire to work and are also motivated
for high production and readiness to learn
Controlled school climate and teachers’ job SA A D SD
performance
11 An atmosphere of hard work was created at the
expense of social life
12 The climate tended to be impersonal, highly task-
oriented and highly controlled
13 There was no time for teachers interactions with one
another and with the students
14 There was no time for extracurricular activities

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