ORGANIZATIONAL CLIMATE AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE

Abstract

This study examined organizational climate as correlates teachers’ task performance in public secondary schools in Anambra State. The design for the study was a correlational research design. Two research questions and Two null hypotheses guided the study. The population of the study comprised 267 principals in the public secondary schools in the six Education Zones in Anambra State. The sample of the study consisted of 267 principals. Questionnaire was used as instrument for data collection. Pearson moment correlation coefficient were used to answer the research questions, while Pearson product correlation analysis was used to test the null hypotheses at 0.05 level of significance. The findings of the study indicate that there is positive relationship between open climate and teachers’ task performance in public secondary schools in Anambra State and there is high relationship between autonomous climate and teachers’ task performance in public secondary schools in Anambra State. The study concluded among others that the different organizational climates significantly influence teachers’ task performance in public secondary schools in Anambra State. A positive relationship between open climate and teachers’ task performance indicates that when the school environment encourages openness and transparency, teachers are more motivated and efficient in their roles. From the findings of the study, it was recommended among others that school administrators should foster an open organizational climate by encouraging transparency, open communication, and collaboration among staff. This can be achieved through regular meetings, feedback sessions, and creating platforms where teachers can freely express their opinions. A positive, open climate will enhance teachers' motivation and task performance.