School Climate as Correlate of Teachers’ Job Performance in Public Secondary Schools in Rivers State, Nigeria

Abstract

This study investigated School Climate as correlate of Teachers Job performance in Secondary Schools in Rivers State. The study adopted a correlational research design. The study was guided by two (2) null hypotheses. The population of the study was 15,133 respondents comprising of 303 principals and 14,830 teachers in public secondary schools in Rivers State. A sample size of 757 respondents consisting of 15 principals and 742 teachers were selected using 5% of the entire population. Two sets of questionnaires titled: School Climate Questionnaire (SCQ) and Teachers’ Job Performance Questionnaire (TJPQ) were developed by the researchers and used for data collection for the study. The data generated through the pilot testing of the instrument were analyzed using Cronbach Alpha reliability test to determine the internal consistency of the questionnaire items. Reliability coefficients of .79 and .91 were obtained for school climate and teachers’ job performance respectively, which indicated that the instruments were highly valid and reliable for the study. The data collected were analyzed using Pearson Product Moment Correlation to answer research questions and to test the hypotheses at .05 level of significance. Findings of the study revealed that leadership style and staff welfare to a positive high extent relates to teachers’ job performance in public secondary schools in Rivers State. Based on the findings of the study, it was recommended that principals should employ appropriate leadership styles in other to improve teachers’ job performance in schools, administrators should ensure good welfare packages for teachers such as; granting leave as at when due, prompt payment of salary, good appraisal, promotion of staff, incentives and awards. This will not only boost their morale but increase their job performance amongst others.