1

ORGANISATION CULTURE AND TEACHERS' PERFORMANCE IN SELECTED

SECONDARY SCHOOLS IN AWKA-SOUTH LOCAL GOVERNMENT, ANAMBRA
STATE

ABSTRACT
Teachers' performance by average in major secondary schools in Awka-south LGA is still
relatively low. Thus, there is need to ascertain the influence of teamwork and quality of teaching
in the selected schools. The correlational survey research was adopted for the study. The
population of the study consisted of 256 public secondary school teachers in Awka-south LGA in
Anambra State and the sampling technique adopted was a simple random sampling technique to
select 100 respondents for the study. Data was collected by means of questionnaires developed
by the researcher. The instrument was titled Questionnaire on Organisational Culture and
Teachers Performance (QOCTP). The study was subjected to face and content validation. The
reliability of the instrument was 0.747 using the Cronbach Alpha co-efficient. However, the
research question was answered using mean and standard deviation while linear regression was
used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that
there is a significant relationship between teamwork and quality of teaching. It was
recommended that management of the various secondary schools should improve on the
current reward system in their schools to improve employees level of performances and
commitment to their jobs as well as improve output and also sustain and improve on the
level of teamwork or sprit among employees by organizing team building programmes or
exercises for the employees.
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INTRODUCTION

1.1. Background to the study

Culture is present everywhere, surrounding us all the time. It exists in different levels,
from small level as team or group to big level as nation. Culture is also important in any
corporate as it is a significant element to grow an energetic organization (Schein, 2011).
Culture is transmitted to an organization’s members by means of socialization and
training, rites and rituals, communication networks, and symbols. However, Schools have
a culture that is their own. According to Sergiovanni (2004), all schools possess a
representative culture; whether it is dysfunctional or functional, weak or strong. Both the
leadership and membership purposely nurture schools with strong cultures. Erikson
(2007) describes school culture as a phenomenon consisting of: (a) bits of information;
(b) conceptual structure and symbols; and (c) as meanings generated in political struggle.

Organizational culture is the set of shared values, beliefs, and norms that influence
the way employees think, feel, and behave in the workplace (Schein, 2011). However,
organizational culture has been an important theme in management and business research
for the past few decades due to its effect and potential impact on favorable outcomes such
as commitment, loyalty, performance, intent to turnover and job satisfaction (Chow,
Harrison, Mckinnon & Wu, 2001). As a result, numerous of articles being devoted to
organizational cultural issues (Lund, 2003). In today's business environment,
organizational culture is used as a powerful tool that portrays the many facets of a
workplace as well as to quantify the way a business functions (Gray, Densten & Sarros,
2003). Research has confirmed that organizational culture is not only able to change,
guide and display but also give significant contributions by influencing the thought,
feeling, interacting and performance in the organization (Yusof & Juhary, 2000).
Organizational culture has four functions: gives members a sense of identity, increases
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their commitment, reinforces organizational values, and serves as a control mechanism

for shaping behaviour (Nelson & Quick, 2011). Different perspectives to organisational
culture has existed, the reason being that human resource of every organization is its
backbone, such that the successes or failures of any organization now depends on the
workers. Organizations not only want to survive but also to grow and take over or even
overtake existing competitors. These compels organizations to devise values, beliefs,
behaviours, norms and strategies targeted at not just attracting, cultivating and retaining
their employees but also giving the organization competitive edge. Consequently, lack
of these values, beliefs and norms (organizational culture) could result in undesirable
outcomes such as job dissatisfaction, lack of commitment, absenteeism, low productivity
and labour turnover.

The idea of viewing organisation as having culture is a recent phenomenon and it

originated as an independent variable affecting employees’ performance and
productivity. There are many factors that affect the level of performance of teachers,
among others: organizational culture that flourished in the environment in which teachers
work, transformational leadership of principals, and teachers’ self-confidence.

Organizational culture and performance clearly are related (Kopelman, Brief &
Guzzo, 1990), although the evidence regarding the exact nature of this relationship is
mixed. Studies show that the relationship between many cultural attributes and high
performance has not been consistent over time (Denison, 1990 and Sorenson, 2002).
Based on what we know about culture-performance relationships, a contingency
approach seems to be a good one for leaders to adopt (Burns and Stalker, 2001; Burt,
Gabbay, Holt and Moran, 2004). Further investigations on this issue are unlikely to
discover one “best” organizational culture, either in terms of strength or type (Hellriegel
& Slocum, 2011). However, we do know that employees of an organization with a strong
culture will follow its values with little questioning. A weaker culture provides only
broad guidelines to its members (DuBrin, 2012). We can summarize the effects of
organizational culture on employee behavior and performance based on four key ideas
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(Bulach, Lunenburg, and Potter, 2012; Hellriegel and Slocum, 2011). First, knowing the
culture of an organization allows employees to understand both the organization’s history
and current methods of operation. This insight provides guidance about expected future
behaviors. Second, organizational culture can foster commitment to the organization’s
philosophy and values. This commitment generates shared feelings of working toward
common goals. That is, organizations can achieve effectiveness only when employees
share values. Third, organizational culture, through its norms, serves as a control
mechanism to channel behaviors toward desired behaviors and away from undesired
behaviors. This can also be accomplished by recruiting, selecting, and retaining
employees whose values best fit the values of the organization. Finally, certain types of
organizational cultures may be related directly to greater effectiveness and productivity
than others.

Organizational culture has the potential to enhance organizational performance,

employee job satisfaction, and the sense of certainty about problem solving (Kotter,
2012). If an organizational culture becomes incongruent with the changing expectations
of internal and/or external stakeholders, the organization’s effectiveness can decline as
has occurred with some organizations (Ernst, 2001). Invariably, institutions at every
cedar of learning is expected to have its own culture which has to be nurtured and
sustained for the overall achievement of the educational goals. In this regard, the
leadership of schools need to have an in depth understanding of the school's culture to be
able to harness them to bring about high level of job performance from employees.

In this era of globalization, along with educational transformation, schools in

Awka-south Local Government Area of Anambra State have to cope with many
difficulties like; poor training and development of teachers, teachers not working as a
team, poor reward and recognition, all these influence negatively the performances of
teachers as well as teacher’s trust in the school system . Organization culture, therefore,
should be taken into consideration as a leadership concept so that employees with
different backgrounds can be united to assure the whole system can be operated properly.
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Despite the considerable body of organizational literature that has been conducted to
examine the relationship between organizational culture and job satisfaction in various
countries (e.g. Chow, et al., 2001; Lund, 2003; Saeed & Hassan, 2000; Sheridan, 1992),
literature on the relationship between organizational culture studies and teachers'
performance in within the context of secondary schools in Anambra State is still scarce.
This forms the gap the study tends to fill. Arising from the above, this paper attempts
look at organisational culture and teachers' performance in selected secondary school in
Awka-south Local Government Area of Anambra State.

1.2. Problem of the study

The National Policy on Education is regarded by Amagionyeodiwe and Osinubi,

(2006) to be the policy thrust upon which the primary, secondary and tertiary levels of
education are rooted in Nigeria. Teachers, whether in private or public schools, are
saddled with the responsibility of performing the basic roles under a conducive and
harmonious organisational context. Suffice it to say that this is why the National Policy
on Education provided a watershed upon which the primary, secondary and tertiary levels
of education are rooted.

However, Owens (2004) related organisational culture to such terms as atmosphere,

personality, tone or ethos. Magee (2002) argued that organizational culture is inherently
connected to organisational practices which in turn influence employee’s performance. In
this light, teacher's work productivity is output while teacher performance is outcome
from a school product. Therefore teacher's performance indicator factually reflects
teacher's work result. Nowadays, teacher performance by average in major schools in
Awka-south Local Government Area is still relatively low. Based on preliminary study,
it is obtained that teachers set Teaching Implementation Plan is 52%, teacher that master
teaching material is 60%, teacher using instructional strategy appropriate with subject
characteristic is 55%, teacher that do Class Action Research is 15%, teacher setting
evaluation tool appropriate with indicator is 50% and teacher that participates in
curriculum development as much of 40% only (Robbins & Judge, 2006)
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In furtherance, the Denison's model of culture posits that there are four cultural
traits: involvement, consistency, adaptability, and mission involvement. It was realised by
the researcher that some of involvement and adaptability traits (teamwork and
organisational learning respectively) were not implemented by school management, thus,
reducing the quality of teaching by teachers in Awka-South L.G.A of Anambra state.

The question therefore is what steps are being taken or could be taken to have a
well-defined culture in most public secondary schools in awka-south LGA, Anambra
state to enhance the level of employees performance to their schools? Are there
differences in the level of the performance of employees based on organizational learning
and teamwork?

1.3 Objectives of the study

The broad objective of the study is to determine the significant relationship between
organizational culture and employees’ performances in selected schools in Awka-south.
Specifically, the study sought to;

1. ascertain the influence of teamwork and quality of teaching

1.3. Research Question

In addressing the problems of this study, this research question was answered;

1. To what extent is the relationship between teamwork and the quality of teaching
secondary schools in Awka-south, Anambra State?
1.4. Hypothesis

Based on the research question, one hypothesis was tested at 0.05 level of significance;

Ha: There is a significant relationship between teamwork and the quality of

teaching in secondary schools in awka-south, Anambra state.
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1.5. Significance of the study

This study would be of immense benefit to policy makers in the educational sector
as well as institution administrative and other school stakeholders like the principals, vice
principal, school board of directors, teachers and even the students.

It will also enhance the school administration together with teachers to have in-
depth knowledge and understanding about the internal and external environment
influencing the school’s culture to bring about high level of job performance from
teachers.

1.6 Scope of the Study

The scope covers organisational culture and teachers' performance. The study was
delimited to only public secondary schools in Awka-south Local Government Area of
Anambra State. The teachers' responses only were used. The content scope of the study
covered teamwork and quality of teaching.

REVIEW OF RELATED LITERATURE

2.1. Conceptual Review

2.1.2 Organisational Culture

Culture itself is a product of a group of people living at the same place and having
similar attitudes and behavior. People who belong to a certain culture share similar
norms, history, religion, values and artifacts which distinguish them from others.
Therefore, there are numerous national cultures and even more subcultures, providing
certain types of organization and action. In modern societies, however, culture is
considered to be a tangible or intangible environment in which a group of people live and
work together (Gjuraj, 2013).
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Organizational culture has been defined in many ways in the literature, many
researchers have come to the agreement that it refers to a system of values, beliefs and
behavior shared among employees (Deshpande and Webster, 1989; O‟Reilly, et al.,
1991; Ravasi and Schultz, 2006; Xiaoming and Junchen, 2012). Organizational culture
can influence how people in an organization set personal and professional goals, perform
tasks and administer resources to achieve them (Lok and Crawford, 2003). In most
definitions in various combinations of assumptions, values, norms, beliefs and ways of
thinking and acting are used to explain the organizational culture (McKinnon, Harrison,
Chow & Wu, 2003)

Organizational culture as defined by Uttal (2013) is a system of shared values (what

is important) and beliefs (how things work) that interact with a company’s people,
organization structures, and control systems to produce behavioral norms (the way we do
things around here). Similarly, Sun (2008) defines organizational culture as the “set of
theory” of important values, beliefs and understandings that members share in common,
which help managers to make decision and arrange activities of the organization.

Correspondingly, Schein (2005) defines organizational culture as basic assumptions

members of an organization poses, which directs their thoughts and actions. Schein
further defines organizational culture as a pattern of shared basic assumptions learned by
organizational members as they solve problems of external adaptation and internal
integration, which have proved to be valid, and are then taught to new members as the
correct way to perceive, think and feel in relation to those problems

Bowen and Ostroff (1989) observed the role of culture in nurturing, sustaining and
enhancing employees’ performance in organizations. Kopelmal et al. (1990) observed
that organizational culture aids coordination of assignments and minimizes inefficiency
in resource utilization. Employees need a supportive organizational culture to attain their
individual objectives.
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According to Furnham and Gunter (1993), organizational culture functions as the

internal integration and coordination between a firm’s operations and its employees,
where it fails to fulfil these functions to a satisfactory level, employees may be influenced
negatively. A positive culture supports adaptation and enhances employees’ performance
by motivating, shaping and channeling their behaviors towards the attainment of
corporate objectives (Daft, 2010). A firm’s mission reflects its ultimate long term
objective which is accomplished by conducting integrated operational and behavioral
activities. A firm’s performance improves if it has a clear sense of purpose and
commitment towards its mission. Academics and practitioners argue that the
performance of an organization is dependent on the degree to which the values of its are
widely shared (Kotter & Heskett, 1992).

The four dimensions of organizational culture as identified by Harrison et al., (1992)

include power dimension, role dimension, achievement dimension and support
dimension. The power dimension describes the organization culture based on inequality
of access to redemption. Role dimension focuses mainly on job description and
specialization. Achievement dimension refers to task culture which involves focusing on
realizing organizational goals. The support dimension describes an organizational climate
that is based on neutral trust between the individual and the organization. Some other
literatures such as Meyer and Allen (1991) and Ricardo and Jolly (2001) identified
communication, training/development, rewards/recognition, effective decision making,
risk taking for creativity and innovation, proactive learning, team work, and fairness and
consistency in most practice as dimensions of organizational culture. However,
teamwork, communication, training/development and reward/recognition are the four
dimensions that have greatest effect on employees' behaviour[commitment according to
Lau and Idris (2001) and this was adopted for this study.

2.1.3 Performance

Performance is the degree of employees achievement on a given job based on

organisational goal and mission (Cascio, 2006). Performance covers input –output
 10

efficiency which finds solution to problems (Stannack, 2006; Hefferman and Flood
2000). Performance is ability of organizations to achieve goals effectively and efficiently
using minimal resources at its disposal (Otobo, 2000). The performance of employees
helps to achieve organisational goals and must be measured in relation to culture of the
organization which influences both employees’ behaviour and decisions

2.2 Organizational Culture and Performance

Organizational culture is seen as the collection of traditions, values, beliefs, policies

and attitudes that constitute a pervasive context for everything one does and thinks in an
organization (Morgan, 1997).

Collins and Porras (2000) opined that organizational culture refers to a system of
shared meaning held by members that distinguish one organization from other
organizations. They believe that this shared meaning consists of seven key
characteristics:

 innovation

 risk–taking

 attention to detail

 outcome orientation,

 people orientation

 team orientation

 aggressiveness

 Stability

Organizational culture has the potential to enhance organizational performance,

employee job satisfaction and a sense of certainty about problem solving (Kotter, 2012).
If it becomes incongruent with the changing expectations of internal/external
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stakeholders, the organization’s effectiveness can decline(Ernst, 2001). For a business,

organizational culture is either a force for change or a definite barrier to it; hence
managers are increasingly challenged with changing an organization’s culture to support
new ways of accomplishing work.

The subjective nature of organizational culture has consequences for establishing the
relationship between organizational culture and performance. It turns out that
organizational cultures prove to be weak predictors of sales, growth and profit, but strong
predictors of quality, employee satisfaction and overall performance of the organization
(Denison & Mishra, 2005). Organizational culture is regarded as important in
determining individual’s commitment, satisfaction and longevity with the organization,
and thereby playing an important role in the every-day life of organizations (Larsson and
Lubatkin, 2001; Teerikangas and Very, 2006).

Denison and Mishra (2005) state that higher levels of commitment increase the
individual performance of employees, which increases the overall performance of the
organization. Commitment, in turn, is positively related to employee retention (Meyer,
Hecht, Gill & Toplonytsky, 2010). Whitman, Rooy and Viswesvaran (2010), and
Williams and Anderson (1991) argue that employee satisfaction increases the
performance of employees but also increases employee productivity and customer
satisfaction. Hence, previous research indicates that employee commitment and
satisfaction are determinants of employee performance (Lum, Kervin, Clark, Reid &
Sirola, 2008). Moreover, compared to satisfaction, some researchers conclude that
commitment has a stronger and more consistent relationship with organizational culture
and performance (Lum et al., 1998; and Meyer et al., 2010). Commitment can be defined
as “the strength of one’s identification with, and involvement in, a particular
organization” and it is characterized by a willingness to exert considerable effort on
behalf of the organization and a desire to maintain membership in it (Weber, 1996, pp.
1186)
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Organizational culture and employees’ performance are clearly related though the
exact nature of this relationship is mixed (Kopelman, Brief & Guzzo, 2000). Studies have
shown that the relationship between many cultural attributes and employees’ performance
has not been consistent over time (Denison, 1990 and Sorenson, 2002). Earlier studies
indicated a relationship between organizational culture and employees’ performance.
Magee (2002) argued that organizational culture is inherently connected to organizational
practices which in turn influence employees’ performance. Hellriegel and Slocum (2009)
contend that organizational culture can enhance employees’ performance if what sustains
it can be understood. Thus, the culture of an organization acquaints employees with the
firm’s history as well as current methods of operation that guide employees on expected
and acceptable future organizational behaviors and norms. Some theoretical models
assert that effective human resource system is based on supporting values, that create a
positive impact on employees’ attitudes and behaviors which in turn influence their
performance (Ferris et al., 1998).

However, according to Bulach, Lunenburg and Potter (2012), the effects of

organizational culture on employee behaviour and performance can be summarized thus:

First, knowing the culture of an organization allows employees to understand both the
organization’s history and current methods of operation. Second, organizational culture
can foster commitment to the organization’s philosophy and values. Third, organizational
culture, through its norms, serves as a control mechanism to channel behaviors toward
desired behaviors and finally, certain types of organizational cultures may be related
directly to greater effectiveness and productivity than others. The effect of organizational
culture on employees’ performance partly depends on its strength (how widely and
deeply employees hold corporate ominant values and assumptions)

However, according to Nelson & Quick, (2011), organizational culture performs

four functions:

 gives members a sense of identity

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 increases their commitment

 Reinforces organizational values and serves as a control mechanism for shaping

behavior.

 Encourages stability

2.2.1 Processes involved in enhancing Organizational Culture

According to Onyeizugbe (2015), he outlined five phases involved in enhancing

organizational culture, which are:

 Evaluate: the first step is to assess the current state of your culture and other
business performance drivers using the performance Driver Assessment.
 Envision: based on the results from the performance Driver Assessment, the next
step is to customize your culture by developing a cultural blueprint.
 Engage: in this phase, executives and leaders are tasked with the living culture,
earning trust, and connecting with the employees. Leaders are thought how to lead
for culture because culture change means behavior change.
 Equip: the next step is to provide leaders and employees with skills that build and
sustain a winning culture, and also drives performance and results.
 Executive: the final phase of the process is intersection of culture and strategy as
it relates to the clarity execution of the business. We customize training to reflect
the specific tasks, situations, and activities in the organization.

It is important to note that leaders shape and reinforce culture by what they pay
attention to, how they behave, how they allocate rewards and how they hire and fire
individuals.
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2.3. Theoretical Framework

The theoretical framework covers the Schhein's theory of Organisational Culture and the
theory of Open-book Management.

2.3.1 Schein's theory of Organisational Culture

Schein's model of organizational culture is not only one of the most cited culture models
but also one that serves a high degree of abstraction and complexity reduction. It mainly
consists of three domains: basic underlying assumptions; espoused values, and artefacts.

Schien distinguishes between observable and unobservable elements of culture. It

therefore becomes clear that there is a certain hierarchy between these domains. Visible
behaviour influences and is influenced by unobservable assumptions through rules, stand.
Artifacts are the surface level of an organizational culture, tangible, easily seen and felt
manifestations such products, physical environment, language, technology, clothing,
myths and stories, published values, rituals and ceremonies, etc. Espoused beliefs and
values are the next level of organisational culture, including strategies, goals, shared
perceptions, shared assumptions, norms, beliefs and values instilled by founders and
leaders. Basic underlying assumptions are the base level of organisational culture, and are
the deeply-embedded, unconscious, taken for granted assumptions that are shared with
others. Any challenge of these assumptions will result in anxiety and defensiveness. The
most visible symbols should not be the only aspects used to interpret culture, due to the
ease with which they can be misinterpreted. Focusing only on visible symbols will result
in a failure to grasp the underlying basic assumptions that are fundamental to
understanding the culture. Similarly, it is important to recognize that even espoused
beliefs and values may only reflect the aspirations of a culture, and not the actuality.

This theory relates to the study in that schein’s theory talks how complexity of
work ( workloads of subjects assigned to a teacher) can be reduced, and also physical
changes in the environmental structure of school settings (like providing comfortable and
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conducive classrooms and infrastructures to aid learning etc) can boost teachers’
productivity performance to yielding better output

2.3.2 The theory of Open-Book Management (OBM)

As Jack Stack, (2003) states the best, most efficient, most profitable way to operate a
business is to give everybody in the company a voice in saying how the company is run
and a stake in the financial outcome, good or bad. The Open-book management is
revolutionary because conventional business operates under two assumptions. These are;
a job must be defined as narrowly as possible and that Workers need close, direct
supervision. Case (2003). Changes in the organizational and social environment have
prompted changes in the approach to management. Open-book management is a way of
running a company that gets everyone to focus on helping the business makes money.
John Case (2003) further argues that open-book management takes those trendy new
management ideas - empowerment, TQM, teams and so on - and gives them business
logic. In an open-book company, employees understand why they're being called upon to
solve problems, cut costs, reduce defects, and give the customer better service. Case
(2003) further clarifies that, in open-book management there are three essential
differences to a conventional business. Every employee sees - and learns to understand -
the company's financials, along with all the other numbers that are critical to tracking the
organizational performance. Secondly, employees learn that, whatever else they do, part
of their job is to move those numbers in the right direction and finally, employees have a
direct stake in the company's success.

This theory relates to the study in the sense that the school head should adopt a
form of democratic or participatory leadership style to give room for teachers to
participate in decision making process in the school which can facilitate equitable and
easy productivity of staff.
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2.4. Empirical Review

Many researchers, in their respective studies have found that organizational culture was
linked to employees' commitment to their organisation.

Taber (1975), Johnson (2004) and Chang and Lee (2007) conclude that organizational
culture has a positive impact on the job satisfaction of the employees.

Several empirical studies have supported the positive link between culture and
performance (Calori & Sarnin, 1991; Gordon & DiTomaso, 1992: Kotter & Heskett,
1992).

Denison and Mishra (1995), utilizing a more rigorous methodology, discovered that
cultural strength was significantly correlated with short-term financial performance.

Chatman and Jehn (1994), Denison and Mishra (1995) and Kotter and Heskett (1992),
have contributed significantly to the field of culture and performance studies whereby
culture has been treated as variable for a specific research purpose.

Yousaf (1998), Mckinnon (2003), Arnold (2006) and Mansoor and Tayib (2010) observe
strong positive impact of organizational culture on the job satisfaction.

Lau and Idris (2001) found that organizational commitment is influenced by cooperate
culture because it reflects the relative strength of employees attachment or involvement
with their organization.

Navaie-Waliser et al. (2004) conclude that there is no single measure to find out the level
of job satisfaction and the impact of the organizational culture on the job satisfaction of
the employees.

Ooi and Arumugan (2006) also found out that significant relationship exist between
corporate culture and the commitment of employees of semi-conductor organizations in
Malaysia. They concluded that both organizational culture and organizational
performance when implemented successfully will bring about change initiatives in an
organization. Drenth, Thierry and Wolf (1988) found in their research that a positive.
 17

Lee (2007) emphasize over the group oriented culture in the organization for raising the
employees‟ job satisfaction. However, they find a positive relationship between the
culture of the organization and job satisfaction.

Aoms and Weathington (2008) argue that the organization with strong and suitable
culture positively affects not only the satisfaction of the employees but also the job
commitment of the employees with the organization.

Martin and Siehl (2010) argue that organizational culture is theoretically related to
performance and do have positive influence on it. Explaining the variation in
performance of effectiveness

The findings of a study on the relationship between corporate culture by Gordon and
Christensen (2013) has also reported that industry moderates the link between corporate
culture and performance. These findings have advanced understanding of the
determinants and performance effects of corporate culture.

3.0. RESEARCH METHODOLOGY

3.1. Research design

The desing adopted for the study was correlational survey design. The design involved
collecting and analysing data. The choice of the design was based on the opinion of
Douglas (2006) who highlighted the descriptive survey research design is the most
dominant technique for relationship research work. However, Kerlinger (2005)
emphasized that this survey design should be employed when a research work involves
the use of questionnaires to seek the opinion of respondents.

3.2. Population of the study

The targeted population of the study comprises 231 teachers in the 19 public secondary
schools in Awka-south Local Government Area of Anambra state (Post Primary Service
Commission, PPSC, 2016).
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3.3. Sample and sampling technique

The simple random sampling technique (balloting with replacement) was adopted to
select 100 respondents. Simple random sampling technique was adopted because all
respondents stand a chance of being selected

3.4. Method of data collection

Data for the study is collected by means of questionnaires developed by the researcher for
each category of the respondents. The instrument was titled "Questionnaire on
Organisational Culture and Teachers' Performance" (QOCTP). The instrument has two
sections, A and B. Section A contain information on personal data of the respondents
while section B contain 10 items built on one cluster (Appendix A). The cluster was the
questionnaire center on teachers' rating on teamwork and quality of teaching in selected
secondary schools in Awka-South Local Government of Anambra State.
The response format for the cluster was based on a four extent scale of Very High
Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE). The
scale was weighed 4, 3, 2, and 1 respectively.

3.5. Validity of the instrument

The content and face validity method were used to ensure that the instruments measured
what they are expected to measure. The instrument was validated by an expert from the
Department of Business Administration, Faculty of Management Sciences, Nnamdi
Azikiwe University. The expert's inputs and corrections were carefully incorporated in
the final draft of the instrument.

3.6. Reliability of the instrument

The instrument was subjected to measure of internal consistency to determine

homogeneity of items. The reliability computation was conducted in Community
Grammar School, Enugu-north which was not part of the study. The Cronbach Alpha was
 19

used and a value of 0.89 was obtained (Appendix B). The researcher considered this
value as an indication of internal consistency and homogeneity of the item.

3.7. Method of Data Collection

Copies of the instrument were administered personally by the researcher. For those who
can complete the questionnaire on the spot, the administrators will wait for retrieval
otherwise they will return on agreed date(s) to retrieve completed copies in order to
ensure a high response rate.

3.8. Method of Data Analysis

Descriptive and inferential statistics was used in data analysis. Specifically, mean and
standard deviation was used in answering the research question. The null hypothesis was
tested at 0.05 level of significance using the linear regression. The level of rejection or
acceptance of the null hypotheses was on t-calculated. When the r-calculated is greater
than the significant level of 0.05, the item was not rejected. But when the r-calculated is
less than the significant level of 0.05, the item was rejected. A mean response score
between 0.5 - 1.49 was considered Very High Extent (VLE), while that between 1.5 -
2.49 was considered High Extent (LE). A mean response score between 2.50 - 3.49 was
considered Low Extent (HE), while 3.50 - 4.00 was considered Very Low Extent (VHE).

DATA PRESENTATION AND ANALYSIS

4.1. Demographic characteristics of the respondents
Table 1:
frequency Percent
Sex Male 52 52
Female 48 100
Total 100
Age Less than 30 13 13
30-39 40 53
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40-49 36 89
50 and above 11 100
Total 100
Marital status Single 18 18
Married 72 90
Divorced 10 100
Total 100
Educational background B.sc or equivalent 47 47
Masters degree 25 72
Doctoral degree 10 82
NCE/ND 18 100
Total 100

4.2 Research Question:

To what extent is the relationship between teamwork and the quality of teaching
secondary schools in Awka-south Local Government area of Anambra State?

Table 2; teachers’ rating of the mean and standard deviation responses on the extent of
relationship between teamwork and quality of teaching in selected secondary schools in
Awka-south LGA of Anambra state.

Descriptive Statistics
Table 2
To what extent has N Minimum Maximum Mean Std. Deviation Remarks

teamwork really been an

attitude put in place in your 100 1.00 4.00 2.7000 1.01005 High extent
school
desired outcome in the
organisational change have
a direct relationship to a
value-teaching goal 100 2.00 4.00 3.1000 .70353 High extent
 21

implications of the
organisational change to High extent
100 2.00 4.00 2.7000 .64354
your performance in the
school system

your commitment in terms of

teaching productivity to the 100 2.00 4.00 2.8000 .75210 High extent

organisational change in the

school system

organisational change
provide employees' with 100 1.00 3.00 2.2000 .60302 High extent
greater intrinsic motivation
in teaching process

your commitment as a result 100 1.00 4.00 2.8000 1.08246 High extent
of organisational change
Valid N (listwise) 100

4.2. Research Hypothesis

Ha: there is a significant relationship between teamwork and the quality of teaching in secondary
schools

Table3:
Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate

1 .767a .588 .505 1.20830

a. Predictors: (Constant), teamwork

This was tested using correlation co-effificent test. Pearson product moment correlation
coefficient of 0.767 indicates that teamwork and quality of teaching are significantly and
positively correlated with each other at 95% level of significance. Therefore, the null
hypothesis of no significance is rejected. Thus, it can be concluded that there is a
significant relationship between teamwork and quality of teaching.

Table 4:
 22

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 10.414 1 10.414 7.133 .044b

Residual 7.300 5 1.460

Total 17.714 6

a. Dependent Variable: quality of teaching

b. Predictors: (Constant), teamwork

The ANOVA table result indicates that there is a significant and positive relationship
between teanwork and quality of teaching with F-value of 7.133. This indicates that the
fitted regression equation is significant and the model is a good one. The significant value
of 0.044 which is less than 0.05 shows a significant relationship between variables at
95% level of significance.

Table 5: Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 1.600 6.371 .251 .812

Teamwork .900 .337 .767 2.671 .044

a. Dependent Variable: quality of teaching

The outcome of the testing of hypothesis indicates that teamwork actually influenced
quality of teaching in secondary schools in Awka-south Local Government Area of
Anambra State with co-efficient of 0.900. Thus, it can be concluded that teamwork has
significant influence on quality of teaching. The R2 value of 0.588 means that 58.8% of
the total variability in quality of teaching of teachers in Awka-south LGA can be
explained by teamwork. In order words, the value of R2 shows that teamwork is a good
predictor of quality of teaching

5.0. LIMITATION OF THE STUDY, CONCLUSION, RECOMMENDATION

AND CONTRIBUTION TO KNOWLEDGE
 23

5.1. Limitation of the study

This study on organizational change and employee’s performance was restricted to with
selected schools in Awka-south of Anambra State, time constraint was the main problem
encountered to carry out wider scope of the research.

Another problem encountered in the course of this research is the unpopular

knowledge of the term organizational change among majority of the teaching staffs and
non-teaching staffs in schools. Despite this, it’s hoped that the study will contribute to the
growing body of change and proffering ways of effectively implementing change in
school.

5.2. Conclusion

The school management itself maintains veracity in pursuit of a set standard. The school
management is accountable for maintaining a culture that holds clear and transparent
policies and procedures. The performance of employees (teachers) is maintained and
manipulated via motivation, rewards, codes of conduct, regular meetings and open
discussion take place in the organization to neutralise conflict, improve organisational
culture and promote performance

5.3. Recommendation

In the light of the findings and conclusion, it is recommended that the management of the
various secondary schools in selected local government area of Anambra state should;

 Improve on the current reward system in their schools to improve employees level
of ` performances and commitment to their jobs as well as improve output.

 Sustain and improve on the current ways of recognizing employees who perform
well in their duties to enable them to be more committed to the institutions.

 Sustain and improve on the level of teamwork or sprit among employees by

organizing team building programmes or exercises for the employees.
 24

 Improve on the current training and development programmes for employees to

enhance the workforce level of organizational commitment to enable them
function effectively and efficiently in their job.

 Improve on the current level of communication existing in tertiary institutions by

creating and building trust through such open communication and dialogue

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