THE ORGANISATIONAL CLIMATE AND TEACHERS' JOB PRODUCTIVITY IN SELECTED SECONDARY SCHOOLS IN MAINLAND LOCAL EDUCATION DISTRICT
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THE
ORGANISATIONAL CLIMATE AND TEACHERS' JOB PRODUCTIVITY IN SELECTED SECONDARY
SCHOOLS IN MAINLAND LOCAL EDUCATION DISTRICT
CHAPTER ONE
INTRODUCTION
Background
to the Study
The term
"Organizational Culture" is currently in vogue, the concept of
organisational climate has generated much more research and until recently was
used by most organizational theorists such as Daal (1995), Firestone and
colleagues (l997) and Corbett (1991) to capture the general feeling or
atmosphere of the schools, unlike culture from the beginning.
Organisational
climate has been tied to the process of developing measuring instrument (Pace
and Pace, 1988).
Climate was
initially conceived as a general concept to express the enduring quality of
organizational life. It was noted by Reno (1999) that a particular
configuration of enduring characteristic of the ecology, Milieu, social system,
and culture would constitute a climate, as much as particular configuration of
personal characteristic constitute a personality. According to George and
George (2000) organisational climate include those characteristics that
distinguish the organisation from other organizations and that influence the
behaviour of people in the organisations. They introduced into their definition
of climate a set of measurable properties of the work environment based on the
collective perception of the people who live and work on the environment and
demonstrated to influence their behaviour. Over the years, there has been some
consensus on the basic properties of organisational climate.
Poole and Marshall (1995)
summarized theproperties as follow^
(a) Organisational climate is concerned
with large units, it characterizes properties of an entire organisation or
major sub units.
(b) Organisational climate describes a unit
of organisation rather than evaluates it or indicate^emotional reactions to it.
(c) Organisational climate arises from
routine organisational practices that are important to the organisation and its
members.
(d) Organisational climate influences
members behaviours and attitudes.
School
climate is a broad term that refers to teachers' perceptions of general work
environment of the school, it is influenced by the formal organisation,
informal organisation, personalities of the participants and organisational
leaderships.
Bertes
(1998) suggests that organisational or school climate is a set of internal
characteristics that distinguish one school from another, and influences the
behaviour of its members, Bertes further stated that school climate is a
relatively enduring quality of the school environment that is experienced by
participants, affect their behaviour and is based on their collective
perceptions of behaviour in schools. According to Kunz (1994), the definition
of Organisational climate^js^a set of internal characteristics, is similar in
some respects to the description of personality. Indeed, the climate of a
school may roughly be conceived as the personality of a school, that is, what
personality is to an individual, is what climate is to the school or
organisation.
The
distinctive feature of the school climate is the open, closed and climate
continuum. The open school climate is characterized by high degree of trust and
esprit and low disengagement. This combination suggests a climate in which both
the principal and faculty are genuine in their behaviour. The principal sees
through example by providing the proper blend of structure and direction as
well as support and consideration - the mix dependent upon the situation.
Arnold
(2001) explains that in an open school climate, teachers work well together and
are committed to the task at hand. Given the reality - centred leadership
of-the principal and a committed faculty, there is no need for burden of some
paper work (hindrance), close supervision production (emphasis) or
impersonality or a plethora of rules and regulations (aloofness). In this type
of school, acts of leadership emerge easily and appropriately as they are
needed. The open school is not pre-occupied exclusively with either task
achievement or social needs satisfaction, both emerge freely.
Frankly
speaking, the behaviour of both the principal and the entire faculty is cordial
and authentic. In this situation, there is teacher -principal relationship,
principal -students relationship and principal - community relationship in the
school.
This
situation of good climate in the school, no doubt, brings about high teachers'
morale and motivation which in any case brings about an increased-, teacher
productivity in the school organisation (Uzomah, 2003).
The
principal’s vision is logically and intimately tied to two other premier and
frequently cited characteristics of effective schools - an academic school climate
(or culture) and
high expectations for
students achievement (Ajunwa, 1991).
Generally,
an organisational climate or culture consists of shared values, rules, ideology
goals, and conceptions regarding the organisation. Walter and Stanfield (1988)
said of the importance of school culture that ''Culture is the 'normative glue'
the consistency in values, that holds the organisation together".
In an
academic climate, staff and students are aware of and they value goals of high
achievement. Researchers agree that principals, influenced by school boards and
district superintendents, play a vital role in creating such an atmosphere
through their beliefs, attitudes, expectations, and activities, Cohen (1993),
for example, reported that effective principals emphasize high achievement and
express optimism about the ability of all students to meet instructional goals.
Blum (1994),
similarly found that effective principals believe and emphasize, to start, that learning is the most important reason
for students to be in school; that all
children can learn, and that school makes the difference between success and
failure. Good and Brophy (1985) also stressed that effective principals are
able to create a strong sense of community that includes shared values and
culture, common goals, and high expectation for both students’ achievement and
the staff’s performance that creates it. One teacher in a school, with a strong
academic orientation, said "I have taught in other states and other
schools, but until I came here, I never realized how enjoyable teaching could
be. It is not that the students are better, it is just that everyone here seems
to value learning". And another teacher commented, "we're all pulling
together" (Rutherfond 1985).
In less
effective schools, teachers are not to share a common understanding of school -
wide goals and expectations. If goals are mentioned at all, it usually in
regard to personal goals or else department goals in secondary schools.
There is
also an affective side to a favourable school climate or culture. Cohen (1993),
for example, pointed out that a good sense of school
community
requires not only shared goals but the creation of a moral order that includes
respect for authority, mutual trust, and a genuine caring about individuals and
their feelings and attitude. Odden (1988) similarly mentioned staff
collegiality, staff - student collegiality, and again, caring attitudes about
kids" as important parts of the school climate.
According-to
Ayo (2000), principals can take many concrete steps to aid the development of
an academic orientation and high achievement expectations, virtually all of
which reflect their instructional leadership role. The following eight
categories of suggestions stem from research on the observation of effective
schools and effective principals.
(1) Principals can take an active and personal
role in raising awareness of the need for school improvement and higher
achievement expectations and gaining consensus for the changes. For example,
they can communicate the expectation that instructional programs can and will
improve over time. Especially, principals can empower teachers to work together
to plan and incorporate improvements. They can ensure that instructional
improvement strategies are given high priority and high visibility. Principals
also can create procedures from eliciting parents’ and community’s support for
improvement plans by speaking at PTA meeting (Patty, 2001).
(2)
Principals can help build consensus on school rules and patterns of
acceptable behaviour among staff, students and administration that are
consistent with and promote an academic orientation (Mundi, 1994).
(3)
Principals can be active in creating the concrete improvement themselves. For
example, they can plan, secure, and monitor in-service staff development
opportunities, obtaining staff input on the content of the training, be active
and supportive in helping teachers learn to use new instructional approaches,
and establish expectations for good curriculum quality through the use of
standards and guidelines. They can help staff establish priorities and plan
instructional improvements supervise and coordinate implementation of plan
components, and monitor the results (Cobbler, 1999).
(4) Principals also can actively elicit parents’ involvement in the schools' instructional efforts, for
example, by enlisting parents’ time as
office and classroom aides, parents' energy in organising school - wide
festivities and parents' money for expansion of school program (Hallinger and
Murphy, 1987).
(5) Principals can create reward systems for
students and teachers that support an academic orientation and stimulate
excellence instudents’ and teachers’ performance. For example, they can help
create motivational devices such as school slogans, buttons, T-shirts or songs
emphasizing school identity and academic achievement. Walter and Stanfieid
(1988) described how school slogans help create proper values for teachers and
students: "A child's right to an education is non - negotiable, "Move
out of the comfort zone", and win with class, lose with dignity.
One popular
strategy is the use of posters that proclaim to anyone entering the building
(i.e. students, teachers, parents, community members and others) the vision,
expectations, mission, direction, and goals of a school.
(6 Principals can make certain reward that
student, staff and school accomplishments and awards are visible in the
building and to parents and the public. Good public relations work through
newspapers, radio and television and strengthen school pride and,. .school
identity by praising good work and individual strengths, and by taking an
interest in their personal well-being, principals can develop and maintain positive
staff relations.
(7) A central and well-documented behaviour of
effective principals is monitoring students’ progress, especially as reflected
in test scores for each grade, each class, and each student such behaviour
intrinsically reflects an academic focus and academic values. Principals can
share results with teachers and elicit agreement on standards. Discrepancies
from standards are used to guide corrective action.
(8) Principals can acquire materials and
personal resources needed for effective instruction and use them creatively in
accordance with academic priorities.
(9) Principals are responsible for the
creation of a safe and orderly school environment. There are many interrelated
suggestions regarding the actions principals can take. They can protect
teaching and learning time from interruption, for example, by limiting public time from
interruption, for example, by limiting public address system announcements (or
classroom phone calls) to specified times, preventing class interruptions by
message etc.
Statement of
the Problem
The close
school climate is the antithesis of the open school climate. Inthe dosed
climate trust and esprit are low, and disengagement is high in the school. In
this situation the principal and teachers appear simply to go through the
motions, with the principal stressing routine trivial and unnecessary busy work
(hindrance) and the teachers responding at minimal levels and exhibiting little
job satisfaction. The principle of
ineffective leadership in
this situation is
seen in close supervision (production emphasis).
Formal
declaration and impersonality (aloofness) as well as a lack of consideration
for the facility and an inability and unwillingness to provide a dynamic person
examples. This misguided tactics, which are not taken seriously, produce
teacher frustration and apathy. The'" behaviour of both principal and
teachers in the closed school climate is least genuine and their relationship
least cordial. In fact in-authenticity pervades the atmosphere of the school;
thus there is teachers’ low morale, poor motivation, low interest and the
resultant effect is poor work performance and low productivity in the school,
This
research therefore aim/at examining the organisational climate and teachers'
job productivity Lagos State schools.
Purpose of
the Study
The main purpose
of this is to attempt and investigate into the organisational climate and
teachers' job productivity in selected secondary schools in mainland Local
Education District of Lagos State.
Other
specific objectives of the study includes:
(1) Examination: Whether the culture of the
school affects teachers' '-
productivity.
(2) Investigate whether difference exists
between the productivity of teachers who work in an open school climate and
those who work in closed ones.
(3) Evaluate whether there is gender difference
in the productivity of teachers due to school climate.
(4) Identify factors that militate against open
school climate.
(5) Find out factor that cause closed school
climate.
(6) Differentiate between open school climate
and closed school climate.
Research
Questions
These
research questions will help to guide the conduct of this study.
(1) Will the culture of a school relate
significantly with the others?
(2) Do school teachers understand the concept
of school climate?
(3) Is there any gender difference in the
productivity of teachers due to school climate?
(4) What are the factors that encourage close
school climate?
(5) What are the factors that bring about open
school climate?
(6) How can we differentiate between close and
open school climate?
Research
Hypotheses
These
research hypotheses will be formulated and tested in this study:
(1) There is
no significant relationship between one culture and the others.
(2) There is
no significant difference between the the understanding of teachers who work in
open school climate and those who work in close school climate.
(3) There is
no significant gender difference in the productivity of teachers due to school
climate.
(4) There is
no significant difference between open and closed school climate.
Significance
of the Study
This study
will be beneficial to the following individuals.
(1) School Principals: The study and
recommendation of this study will be a great benefit to school principals, who
will get more insights and more information on the essence of school climate in
the school as it affects teachers’ overall productivity with this study many
principals who adopt close leadership styles in the school as it affects
teachers overall productivity would have a rethink and turn a new leap as that
style of leadership does not augur well for high productivity of teachers and
even students.
(2) Teachers: Teachers will indeed, gain a lot in
this study because, it will enable them to know the impact of school climate on
their productivity in the school system. The findings and recommendations of
this study will enable teachers have good rapport with their principals if they
want a conducive atmosphere that will be beneficial to the students. The study
will help teachers toknow that the kind of relationship they have with the
principals will no doubt affect the students who are part of the stakeholders
in the school system.
(3)
Students:- The findings and recommendation of this study will give students the
impetus to know that without good school climate where there should be
principal-teacher relationship or student-teacher relationship, there cannot be
conducive school atmosphere where meaningful teaching/learning process is
carried out.
(4)
Society:- The society will see this study as a veritable resource materials and
a reference materials as well. With the findings and recommendations in this
study, people in the larger society will be able to differentiate between open
climate and the close one in the school. Also upcoming researcher will find
this study a reference maternal too.
Scope of the
Study
This study
will investigate the effect of organisational climate on the teachers
productivity in selected secondary schools in Mainland Local Government Area
(LGEA) of Lagos State.
Definition
of Terms
(1) Hindrance:- A person or thing that makes it
more difficult for somebody to do something or for something to happen.
(2) Intimacy:- The state of having a close
persona! relationship with somebody.
(3) Disengagement:- To free somebody from the
person holding them or to become free.
(4) Esprit:- Feeling of pride, care and support
for each other.
(5) Production: The process of growing or making
goods or materials, especially large quantities.
(6) Aloofness:- Not friendly or interested in
other people, to show no interest in people.
(7) Consideration:- The quality of being
sensitive towards others and thinking about their wishes and feelings.
(8) Thrust:- The main point of an argument, a
policy.
(9) Productivity:- The rate at which a worker
produces goods, and the amount produced, compared with how much time, work and
money is needed to produced them.
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