PRINCIPALS ORGANIZATIONAL CLIMATE AND TEACHERS COMMITMENT IN SECONDARY SCHOOLS IN SOUTH-EAST NIGERIA
Keywords:
Organizational climate, teachers’ commitment and secondary schoolsAbstract
This study determined principals’ organizational climate and teachers’ commitment in secondary schools in South-east Nigeria. Two research questions guided the study and two null hypotheses were tested at .05 level of significance. Related literature pertinent to the study were reviewed which exposed the need for the study. Correlational research design was adopted using a population of 39, 527 secondary school teachers in 1 and 471 public secondary schools. Multi stage random sampling technique was utilized to select a sample size of 1, 536 teachers. A structured questionnaire developed by the researcher was used for data collection. Cronbach Alpha method was used to establish the reliability of the instrument. For each of the three clusters in the Principals’ Organizational Climate Questionnaire instrument, internal consistency and reliability coefficient ‘r’ value of 0.71 for open school climate and 0.79 for controlled school climate were obtained. This gave an overall internal consistency and reliability coefficient ‘r’ value of 0.75 for the POCQ. For the second instrument – Teachers’ Commitment Questionnaire with only 30 items on teachers’ job commitment, an internal consistency and reliability coefficient ‘r’ value of 0.79 was obtained. Data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and to test the null hypotheses at .05 level of significant. Statistical Package for Social Sciences (SPSS) was used to analyze data collected. The results showed that there is a substantial positive relationship between principals’ open climate and teachers’ commitment in public secondary schools in South-east Nigeria, while there is a low positive relationship existing between controlled climate and teachers’ commitment in secondary schools. The results also showed that there was a significant relationship between principals’ organizational climate (open and controlled) and teachers’ commitment. Based on the findings, it was recommended among others, that school administrators need to focus on improving school climate so that greater commitment will be seen among the secondary school teachers
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