ORGANIZATIONAL CLIMATE AND TEACHING EFFECTIVENESS

ORGANIZATIONAL CLIMATE AND TEACHING EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN IMO STATE

ABSTRACT
The study investigated the relationship between organisational climate and teaching eectiveness
in public secondary Schools in Imo State. The organizational climate indices of interest were openness of the school climate, institutional integrity, principal’s influence, initiating structure, consideration behaviour, resource support, morale of teachers and academic emphasis. Eight specific objectives, research questions and null hypotheses were respectively formulated to guide and direct the study. Review of literature was done under two broad headings: (theoretical and Conceptual/empirical Frameworks). The
ex-post factor correlation design was employed for the study. The population comprised all teachers totaling 5,047 and Principals totaling 320 for 2013/2014 school year. Cluster and random sampling techniques were used in selecting 505 teachers and 231 principals as sample for the study. Two duly
validated instruments with reliability coefficient of 0.91 and 0.61 for Organizational Climate Questionnaire (OCQ) and Teaching Effectiveness Questionnaire (TEQ) which were used to gather information. The R values of the simple linear regression were used to answer research questions and R2 for hypotheses,
which were analyzed using F-value from the simple linear regression and tested at .05 alpha level of significance. The findings revealed there is weak positive but significant relationship between organization climate and teaching effectiveness. Based on the findings of the study, it was concluded that there is a
significant relationship between organizational climate and teaching effectiveness in public secondary schools in Imo State. Among the recommendations made was that stakeholders and Government must ensure that adequate learning facilities and leadership are in place for effective teaching in the schools.

TABLE OF CONTENT
CHAPTER TITLE PAGE
Cover page – – – – – i
Title page – – – – – ii
Declaration – – – – – iii
Certification – – – – iv
Dedication – – – – – v
Acknowledgements – – – vi
Abstract – – – – – viii
Table of Contents – – – – ix
List of Tables – – – – xiii
List of Figures – – – – xv
List of Appendices – – – – xvi
1.0 INTRODUCTION
1.1 Background of the Study – – – – – – – 1
1.2 Statement of the Problem – – – – – – – 13
1.3 Purpose of the Study – – – – – – – – 14
1.4 Significance of the Study – – – – – – – 15
1.5 Research Questions – – – – – – – – 16
1.6 Research Hypotheses – – – – – – – – 18
1.7 Delimitation of the Study – – – – – – – 19
1.8 limitations of the Study – – – – – – – 20
1.9 Operational Definition of Terms – – – – – – 21
2.0 REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework – – – – – – – 24
2.1.1 Individual Eectiveness
by Peter George Drucker (1954) – – – 24
2.1.2 Social System Theory by Getzels and Guba (1957) – – – – 27
2.2 Conceptual Framework – – – – – – – 33
2.2.1 The Concept of Organisational Climate – – – – – 33
2.2.2 The Concept of Teaching Eectiveness- – – – – 39
2.2.3 Openness of the School Climate and Teaching Eectiveness- – 51
2.2.4 Institutional Integrity and Teaching Eectiveness- – – – 56
2.2.5 Principals’ Influence and Teaching Eectiveness- – – – 60
2.2.6 Initiating Structure and Teaching Eectiveness- – – – 64
2.2.7 Consideration Behaviour and Teaching Eectiveness- – – 66
2.2.8 Resource Support and Teaching Eectiveness- – – – 70
2.2.9 Morale of Teachers and Teaching Eectiveness- – – – 74
2.2.10 Academic Emphasis and Teaching Eectiveness- – – – 77
2.2.11 Summary of Review of Literature – – – – – – 80
3.0 RESEARCH METHODS
1. 1. Area of the Study – – – – – – – – 82
2. Design of the Study – – – – – – – – 83
3. Population of the Study. – – – – – – – 83
4. Sample and Sampling Technique – – – – – – 84
5. Instrumentation – – – – – – – – 85
6. Validation of the Instrument – – – – – – 86
7. Reliability of the Instrument. – – – – – – 86
8. Administration of the Instrument – – – – – – 87
9. Statistical Treatment of Data – – – – – – – 88
4.0 DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS
4.1 Answering the Research Questions – – – – – – 89
4.1.1 Research Question One – – – – – – – 89
4.1.2 Research Question Two – – – – – – – 90
4.1.3 Research Question Three – – – – – – – 91
4.1.4 Research Question Four – – – – – – – 92
4.1.5 Research Question Five – – – – – – – 93
4.1.6 Research Question Six – – – – – – – – 94
4.1.7 Research Question Seven – – – – – – – 95
4.1.8 Research Question Eight – – – – – – – 96
4.2 Testing of Null Hypotheses – – – – – – – – 97
4.2.1 Null Hypothesis One (Ho1) – – – – – – – 97
4.2.2 Null Hypothesis Two (Ho2) – – – – – – – 98
4.2.3 Null Hypothesis Three (Ho3) – – – – – – – 99
4.2.4 Null Hypothesis Four (Ho4) – – – – – – – 100
4.2.5 Null Hypothesis Five (Ho5) – – – – – – – – 101
4.2.6 Null Hypothesis Six (Ho6) – – – – – – – 102
4.2.7 Null Hypothesis Seven (Ho7) – – – – – – – 103
4.2.8 Null Hypothesis Eight (Ho8) – – – – – – – 104
4.3 Discussion of Findings – – – – – – – – 105
4.3.1 Openness of School Climate and Teaching Eectiveness- – – 106
4.3.2 Institutional Integrity and Teaching Eectiveness- – – – 107
4.3.3 Principals’ Influence and Teaching Eectiveness- – – – 108
4.3.4 Initiating Structure (Concern for the system) and Teaching Eectiveness- 110
4.3.5 Consideration Behaviour (Consideration for people) and Teaching Eectiveness—–111
4.3.6 Resource Support and Teaching Eectiveness – – – – 112
4.3.7 Morale of Teachers and Teaching Eectiveness – – – – 114
4.3.8 Academic Emphasis and Teaching Eectiveness- – – – 115
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study – – – – – – – 117
5.2 Conclusion – – – – – – – – – 119
5.3 Recommendations – – – – – – – – 120
5.4 Suggestions for Further Research – – – – – – 122
5.5 Contributions to Knowledge – – – – – – 123
REFERENCES – – – – – – – 125
APPENDICES – – – – – – – – – 135

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