THE EFFECT OF SCHOOL CLIMATE AND TEACHER PRODUCTIVITY ON STUDENTS ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS
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THE EFFECT
OF SCHOOL CLIMATE AND TEACHER PRODUCTIVITY ON STUDENTS ACADEMIC PERFORMANCE IN
SELECTED SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The school
as an organization has certain aims and objectives which it has to achieve
(FFN, 2004). In order to achieve the aims and objectives, the organization
climate of the organization including the school system is very important. This
organization climate refers to the working condition among super ordinates
(school heads) and subordinates (teachers) in a bid to achieve the aims and
objectives of the school system. School climate refers to factors that
contribute to the lone in schools, and attitudes of staff and students toward
their schools. Positive school climate is associated with well managed
classrooms and common areas, high and clearly stated expectations concerning
individual responsibility, feeling safe at school, and teachers and another
supporting staff that consistently acknowledge students and fairly address
their behavior. (American Institutes for Research, 2007). The size of the
school is equally important. In this regard, Eberts, Kehoe & Stone (2002)
examined the relationshipbetween school size and student’s achievement and
found out that teacher’s satisfaction was greater in smaller schools than m
large schools. In their study, Smith and Gregory (2007) utilized a climate
assessment instrument and a series of in depth interviews and found that
teachers were much more satisfied in the small schools than large schools,
while Fowler and Welberg (2001) found in one of their studies that large school
size was negatively related to school climate. Ramirez (2002) maintains that size
per see is unrelated to achievement; rather the organization of classroom and
other instructional space are the major element in a schools success or
failure. Teaching and learning situation in schools seem to be a function of
the atmosphere of the school and the productivity of the teacher. School
climate is a set of unique characteristics of a school. These characteristics
distinguish one school from another. In one school the school head, teachers
and staff may find pleasure in working together. In another school, it may be
discontent among the staff. In one school, staff may appear well organized seem
competent and exhibit confidence in whatever they do, yet in another school,
there may be tension as the school heads loses control (Clifton 2009). School
climate is related to school connectedness because without a positive and
welcoming school climate, both student’s and teacher’s are unlikely to
experience connectedness; the poor conceitedness would have negative effect on
teachers job productivity and student’s achievement. Productivity of an
organization is defined as the ratio of outputs produced by the organization
and the resources consumed in the process. Teacher productivity is the ratio of
output produced by the teachers, here the output refers to the quality and
quality of students produces by the teachers.
Climate has
been defined in various ways by authors as the perceived subjective effect of
the formal system , the informal styles of managers and other important
environmental factor that impact on the attitudes , beliefs, values and
motivation of people who work in a particular organization , personality of an
organization , the atmosphere of the work place , including a complex mixture
of norms , values , expectations, policies and procedures that influence
individual and group patterns of behavior (Spencer , Pelote and Seymour, 2008).
As for
schools, climate is a necessary link between organizational structure, teacher
attitudes to work and behavior and student achievement. It was found that
formal characteristics of schools had an important influence on the way in
which teacher perform their duties and obligation in the school system. Climate
could represent a composite of the meditating variable that intervene between
the structure of an organization and the styles and other characteristics of
leaders, teacher productivity and student achievement. Numerous studies have
been done on organizational school climate. For instance, Halpin and Croft
(2003) found out that, it is behavior of elementary school principals, which in
a large measure sets a climate tone for school. Kelner , Rivers and Connell
(2006) in their study, indicated
that successful leadership competencies
and managerial styles producing motivating organizational climates ,which
arouse employee motivation to do work well , and which predict the desired
organization outcomes which in the school system is referred to as the students
achievement . Hundred of studies have demonstrates-the line between
organizational climate and bottom link performance measure such as volume,
efficiency productivity. According to Spencer, Pelote and Seymour (2008), the
organizational climate has accounted for 10 to 25 percent of the variance in
performance measures. Mann and Hirst (2002) examined how negative event impact
on team climate and how team climate relates to performance. Based on the
results, team climate had a positive relation with team performance. Zohar
(2000) demonstrated that variation in behavior at the level of the individual
supervisor, the group climate level of analysis affects safely behavior and it
was plausible that this would hold true for other aspect of climate.
High
productivity is the hall mark of growth and development of nations all over the
world, the level of efficiency, productivity and the ability of the educational
system to achieve its set goals depend on the teacher as reflected in
performing their defined roles because teacher are the fulcra upon which the
whole educational system revolves (Eduese, 2006). Teachers have been shown to have an important
impact on student achievement and also play a crucial role on educational
attainment (Lloyd, Mensch and Clark 2000). Teaching and learning achievement
depend on teachers, for there can be no meaningful socio-economic and political
development in any society without teachers. Productivity is concerned with the
overall effectiveness and efficiency of getting things done. It is essentially
a ratio to measure how well an organization converts resources into goods and
services, In the school system, teacher productivity may be measured in terms
of teachers performance. In assessing teachers’ performance, qualitative tools
such as standardized test scores of student have been used (Schacter and Thum,
2004). Blankstein (2006) opined that grades and test scores do not reflect the
quality of instruction because teacher input is not the only factor that
influence students achievement in the school system, other factor that have
been identifies to have significant Influence on students achievement include
peer effect, ethnicity, gender, motivation, income as well as family background
variables such as house hold environment and parental educational background
(Wenglisky, 2001). This suggests that teachers productivity level may be evaluated
in terms of what the teachers control and actually do in the classroom such as
teaching effectiveness and classroom performance. Teaching effectiveness has
been accepted as a multidimensional construct since it measures a variety of
different aspect of teaching (Dunkin, 2007).
1.2 STATEMENT OF THE PROBLEM
Teacher productivity and student
achievement in secondary school may be determined by several factors. It has
also been observed that the teacher productivity and student achievement are
poor. The expected outcome of teacher performance which is better, student
achievement is not easily achieved in the school system. People are complaining
about the poor productivity of teacher which in turn leads to poor students’
achievement. It is against this background that this study seeks to assess the
effect of school climate and teacher’s productivity on student’s academic
performance with reference to secondary school in Ijebu-Ode Local Government.
1.3 RESEARCH QUESTION
The study
will be guided by the following research questions.
1. To what extents would
teacher’s productivity influence academic achievement secondary school
students?
2. Is there any
relationship between schools climate and students academic performance?
3. Is there any
relationship between teacher’s productivity and secondary school student’s
academic performance?
4. To what extent has
schools climate affects teacher productivity on student’s academic performance?
1.4 RESEARCH HYPOTHESES
HO1 there is
no significance relationship between teacher productivity and students academic
performance.
HO2 there
would be significance relationship between teachers productivity students
academic performance.
HI1 There is
no significant relationship between schools climate and students academic
performance.
HI2 there
would be significant relationship between schools climate students academic
performance.
1.5 PURPOSE OF THE RESEARCH
The main purpose of the study is to
evaluate the effect of school climate and teachers’ productivity on student’s
academic performance in selected secondary schools in Ijebu-Ode Local
Government Area of Ogun State. However,
specific objectives include:
1. The identification of various factors
affecting teacher’s productivity and consequently student’s performance.
2. The verification of school climate as
correlate to student’s academic performances.
3. Identification of teacher productivity
as a function of school climate.
4. Suggestion and useful recommendations to
policy makers and stakeholders.
1.6 SIGNIFICANCE OF THE STUDY
Nigerian education is in a dismal
state classes are congested, schools are poorly funded, teachers are not well
remunerated and workers welfare is at its lowest ebb. This research work will
therefore be of paramount importance to the government and its agencies,
parents, teacher, schools administrators and old students. It will also be
useful in assisting the government policy makers especially the Inspectorate
Divisions of the Ministry of Education to perform their oversight function by
paying routine inspection to schools in order to ascertain incompetent teachers
who should be sent on refresher courses to update their knowledge.
1.7 SCOPE OF THE STUDY
The study is delimited to selected
secondary schools in Ijebu-Ode Local Government; Senior Secondary in Ijebu-Ode
will form the focrum of this study.
1.8 DEFINITION OF TERMS
ATTITUDES: it refers to a complex mental state
involving beliefs, feeling and values and disposition of a teacher.
ACADEMIC
PERFORMANCE: - this means the general achievement of students.
SCHOOL
CLIMATE: refers to the social atmosphere of a setting or learning environment
in which students have different experience, depending upon the protocols set
up by the teachers and administrator.
TEACHERS
PRODUCTIVITY: this connoted distinist and separate from the art of teaching.
TEACHERS
EXPERIENCE: - this connotes the nature of the events a teacher has undergone in
the teaching of the subjects.
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