ORGANIZATIONAL CLIMATE, TEACHERS’ COMMITMENT TO WORK AND STUDENTS’ ACADEMIC PERFORMANCE, IN PUBLIC SENIOR SECONDARY SCHOOLS, IN NORTH CENTRAL NIGERIA

Abstract

The study investigated Organizational (school) climate, teachers’ commitment to work and students’ academic performance in public senior secondary schools in North Central, Nigeria. This study was anchored on Four theories: Open-Close Continuum Theory by (Halpin and Croft 1963), Frederick Herzberg Two-Factor Theory of Motivation by (Frederick Herzberg 1959, Theory on Commitment to Work by (Becker’s Side-Bet 1960) and Theory of Academic Performance by (Don Elger 2007). Literatures relevant to the study and some empirical studies were reviewed.  The study adopted correlational and Ex-po factor research designs.  Nine research objectives, nine research questions and eight hypotheses were developed respectively for the study. The population of the study comprised of 1,889 principals and 23,367 teachers in 1,889 public senior secondary schools in the North- Central, Nigeria. The sample size consisted 25 Principals and 357 Teachers in Public Senior Secondary Schools in 6 Educational Zones in 3 States in North Central Nigeria. Multi-stage sampling technique was   used in selecting the number of schools and teachers for the study. The instruments used for data collection were Organizational (school) Climate Questionnaire” (OCQ), Teachers’ Commitment to Work Questionnaire’ (TCWQ) and Students’ Academic Performance (Profoma) from 2014/2015-2023/2024 academic session. The instruments were validated and the OCQ and TCTWQ were tested for reliability which yielded reliability indices of 0.68 and 0.70 respectively. Mean and standard deviation was used for answering the research questions while Simple linear regressions were used for testing hypothesis 1 – 6 and multiple regressions was used for testing hypotheses 7 - 8. Findings from the study showed there was a significant relationship between organizational (school) climates, teachers’ commitment to work and students’ academic performance in public senior secondary schools in North Central, Nigeria. The study concluded that students’ academic performance is significantly interrelated to organisational (school) climate and teachers’ commitment to work in Public Senior Secondary Schools in North Central Nigeria. The study recommended that principals should sustain any organizational climate that suits their learning environment and also ensure they supervise teachers in getting committed to their work through effective classroom management, lesson plan preparation, students’ evaluation and feedback in order to facilitate improved academic performance.