INTRODUCTION

Background of the study

Employees are the leading factors that determine the success of an organization in a

competitive environment. Employee retention is an increasingly important challenge for

organisations in the 21st century organisations characterized by unprecedented levels of

talent mobility as employees seek to satisfy their own individual demands (Lumley, Coetzee,

Tladinyane and Ferreira, 2011). Employees who are satisfied with their jobs perform their

duties well, are committed to their jobs and subsequently to the organization and are therefore

likely to be retained in an organisation. Committed employees also take pride in

organisational membership, believe in the goals and values of the organisation, and therefore

display higher levels of performance, productivity, decreased turnover and reduced

absenteeism at both the individual and organizational levels (Robbins and Judge, 2013).

Generally, workers come to organizations with expectations on their personal needs to be met

by the organizations. In many organizations like the school, the ability of the teacher to

perform effectively is based usually on the conduciveness of the school atmosphere or the

prevailing school climate. In order to achieve the goals and objectives of the educational

system, there has to be an appropriate and a conducive school climate to ensure teacher

effectiveness in the schools.

The school climate describes the environment in which teaching and learning take place,

which has to be conducive and congenial for everyone to stay and work in relative comfort

and security. The school climate is an orderly environment in which the school family feels

valued and able to pursue the school mission from concerns about descriptions and safety.

(Mgbodile, 2014). Agusiegbe (2014) defines school climate as teaching and learning

environment as the setting, physical and conceptual in which teaching and learning are

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carried out as deliberately planned. Marshall (2002) describes the school climate as the

atmosphere of school that consists of attitude shared by members of group such as the

principals, teachers and parents as experiences that affect their behaviour based on their

collective perception in the school.

A school’s organizational climate varies from open to closed (Halpin and Croft, 2013). High

morale can be classified as open. Teachers work well together without squabbling and

grumbling. They are not troubled around busy work or routine reports. Instructors get a lot of

occupation fulfilment, and they have the incentive to keep the organization moving.

Educators are pleased to be connected with the school organization. Hoy and Hoy (2016)

portrayed the conclusion that school climate is straightforwardly identified with school

results. The investigation of climate is targeted at understanding its effect on outcomes in

order to formulate strategies for change. Hoy, Tarter, and Kottkamp (2011), states that school

climate is moderately persisting nature of a school's surroundings that is experienced by all

school staffs. These characteristics make a distinction one school from another and influence

the behaviour of its staffs. Firestone and Pennell (2012) say that, ‘committed teachers’ would

show better behaviour such as stable, strong, enduring psychological ties to their schools,

their students, and their subject areas’

Many scholars have perceived school climate as a very vital aspect of school organization.

Hence Chukwunwike (2015), emphasized that poor school climate in secondary schools has

affected the influence of teachers tremendously. This has gone a long way to reduce the

quality of secondary school products. A conducive atmosphere exists when the teachers and

the students feel safe, happy, comfortable, wanted, valued, accepted and secured, in order to

achieve the objectives of education and for it to have high standard. The principal must adopt

appropriate management strategies, these strategies include planning, organizing,

coordinating, directing and controlling for effective running of the school. Mgbodile (2017)

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also states that a well managed school climate can greatly enhance the production of a school

which in turn contributes to the achievement of the overall goals of education.

Many scholars have classified and defined school climate in different forms such types as

available include: autonomous, controlled, familiar, paternal, open and close. According to

Halpin and Croft (2013) autonomous school climate is defined as an atmosphere that allows

teachers’ to carry out their duty freely in the school system in order to achieve their goals.

Controlled involves an atmosphere of hard work at the expense of social life. This climate

tends to be impersonal and task oriented. Familiar climate is an atmosphere of sociability at

the expense of task performance while paternal is characterized as one in which the principals

discourages the emergence of leadership acts from the teachers. Open climate is an

atmosphere that welcomes teachers input into the administration of the school while close

climate sees the principal as behaving like all knowing in the affairs of the school and most

often does not allow free flow of information and motivation of teachers staff and students in

the school.

Teacher’s job commitment may be directed towards a number of entities; for example, to

student’s success, to the occupation of teaching, to the school as an organization or to specific

programs. From these, the teachers’ commitment to their schools as organizations served as

the focus of the present study. Schools can become efficient when there are committed

teachers. Thus, creating a positive school climate can be a great help to make teachers

committed. School heads and administrators need to know the factors that are related to

school climate. A positive school culture is the critical first step administers need to

encourage. Thus, the school management should be responsible in playing a vital role in

creating a good working environment for the teachers. Hence, it would lead to improvement

of students’ behaviour and academic achievement. Climate of the school should be in a state

that is conducive to ensure that students and teachers feel comfortable to be in school, thus

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allowing the teaching and learning process to go smoothly. In addition, a positive school

climate has also become part of the claims in the educational arena to create a perfect society

in terms of physical, emotional, spiritual, and intellectual and personality in line with

the National Education Philosophy. According to Fredriksson (2014), teachers have the

responsibilities to rise up the school success because they have the actual power to make a

change in students’ capital development during teaching and learning process.

Thus, teachers’ commitment is a critical aspect in ensuring the success of education

development.and school.success.(Abd.Razak,.Darmawan.and.Keeves,.2001) because they wil

l highly perform their duties as if the school belonged to them (Joffres and Haughey, 2011).

Nevertheless, due to stressful profession, teachers tend to show low organizational

commitment (Williams, 2010). Conversely, stress is not the only reason for teacher’s low

organizational commitment. Teachers’ traditional role had increased to become more

complicated (Bartlett, 2014). Ross Azura and Normah (2011) explain that teachers have too

many obligations towards parents; education reform and principal which results in work

overload (Stoddard and Kuhn, 2008). Furthermore, Leithwood (2016) reports that not only

being overburden have reduced teachers’ organizational job commitment, but also teacher’s

poor relationship with the principal. Hence, the success or otherwise of the school rests on his

ability to evolve, encourage as well as promote harmonious school climate to ensure proper

school administration. He is to plan, direct and motivate the teachers in order to achieve the

objectives of the school. Alike (2015), sees the principal as someone who supervises the

affairs of the school so that it can run very smoothly for effective productivity of teachers. It

is how the teachers perceive the principal and the school climate that largely influences their

attitude and motivation to work. This study of school climate, teachers’ commitment and

school performance could be one of the most significant studies not only now but in the

future as well, for it is through understanding the schools’ physical and psychological

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environment where realization of providing a positive and supportive work for students,

faculty and staff can be spelled. This is based on the fact that the school is a laboratory for

real life and an agent for change and socialization.

Against this backdrop, the current study intends to investigate the influence of school climate

on teachers’ job commitment in secondary schools in Enugu State with a view to enhancing

their effectiveness in the system.

Statement of the problem

Committed employees are crucial to organization’s success and understanding what

motivates them in their jobs is crucial in strengthening organizational commitment. The issue

of poor quality teaching and learning in Nigeria secondary education has been of great

concern to the educationists and other citizens. This becomes pertinent because the

educational standard have been faced with lack of spirited efforts by the government at

instilling discipline in secondary schools, lack of commitment, dedication and loyalty on the

part of the principals and teachers, lack of incentives or poor teacher-motivation.

Most schools have dilapidated buildings out-dated equipment and facilities, staff irregularity

in school attendance, inadequate exercises to students, and lateness to school, and absence

from class among others. What is then responsible for this ugly state of affairs in our

secondary schools?

With many experiences in educating elementary school, the researcher has become gradually

more interested and aware of the way in which school climate influences teachers’

motivation, satisfaction and dedication in their work. Having taught in different grades and

having the opportunity to explore the work of teachers and the impact they have within

schools regarding various school attributes towards their commitment and job satisfaction,

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the researcher strongly believes that school climate has a major effect on teachers’

commitment. In order to achieve these goals, teachers’ potential must be realized to the

maximum. Thus, objectives of this research are to investigate the relationship between the

four dimensions of school climate as well as teachers commitment and finally to investigate

the significant predicator of school climate dimensions for teachers’ job commitment.

Purpose of the study

The main purpose of this study is to investigate the relationship between school climate and

teachers’ commitment in secondary schools in Enugu South educational zone of Enugu State.

Specifically, the study seeks to:

 Identify the types of school climate available in public secondary schools in Enugu South

educational zone.

 To indicate the relationship between components of school climate with professional

commitment of teachers.

 Identify how open school climate influence teachers’ commitment.

 Determine strategies for enhancing the influence of closed school climate on teachers’ job

commitment in Enugu South educational zone.

Research questions

The following research questions guided the study:

 What are the types of school climate available in the public secondary schools?

 What is the relationship between components of school climate with professional

commitment of teachers?

 To what extent does open school climate influence teachers’ commitment?

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 What are the strategies for enhancing the influence of school climate on commitment of

teachers in public schools in Enugu South educational zone?

Research Hypotheses

The following null-hypotheses were formulated to guide the study:

 There is no significant relationship between the mean ratings of teachers’ job commitment

with regard to the types of school climate available in secondary schools.

 There is no significant relationship between the mean ratings of the influence of school

climate factors and teachers’ job commitment in secondary schools.

 There is no significant relationship between the mean ratings of the influence of open

school climate and teachers’ job commitment in secondary schools.

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 Literature Review

Conceptual Framework

The Nature of School Climate

Anderson (2012) described the field of organizational climate studies in many ways as

reminiscent of the seven blind men who gave seven different descriptions of an elephant,

based on the part each could touch, and who each claimed to possess the definitive image of

the elephant. School climate is a general term used to capture the basic and enduring quality

of organizational life. Although the concept of school climate has been studied extensively,

there is a lack of agreement as to the definition of the construct. A sizable body of literature

has dealt with several concerns using the construct of school climate. According to Anderson

(2012), school climate research is clearly the stepchild of organizational climate research and

school effect research, having inherited instruments, theory and methods from both research

paradigms.

Recently, some researchers have chosen the term "culture" and "school ethos" in referring to

the internal characteristics of the school (Sackney 2018). Still others use the term "the

psychological context" in which organizational behavior is embedded (Hoy & Miskel, 2016).

There are several definitions of climate in the literature. For instance, Halpin and Croft

(2063), developers of the Organizational Climate Description Questionnaire (OCDQ), used

this analogy to describe climate: "Personality is to the individual what climate is to the

organization". Similarly, Nevankwo (2071, cited in Sacley, 2018) referred to climate as "the

we-feeling, group sub-culture or the interactive life of the school". Climate, according to Carr

et. al. (2003), has typically been conceptualized as a molar concept indicative of the

organization's goals and appropriate means to goal attainment. Anderson (2012) chose as an

organizing device for reviewing the literature of Tagiuri's (2018) taxonomy of climate related

terms. Tagiuri defined climate as the total environmental quality within an organization.

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Accordingly, his dimensions of environment includes its ecology (the physical and material

components), its milieu (the social dimension of people), its social system (the patterned

relationships in the organization), and its culture (the belief systems, values cognitive

structures, and meanings). On the other hand, the theoretical underpinning of Moss (2013,

cited in Macintosh, 2018) tripartite model presented a useful framework for the explanation

of school climate in a variety of contexts. This framework held that three domains were

salient for any type of school. The model focused on the nature and intensity of personal

relationships within the school environment (relationship domain), the potential within the

environment for personal growth and development of esteem (personal growth or goal

orientation domain) and the extent to which the environment is orderly and clean in its

expectations that maintains, controls and is responsive to change (system maintenance or

change domain).

Based on his observations Johnston (2014 as cited in Macintosh, 2018) hypothesized that

school social climate could be subdivided into four clusters of climate variables (physical,

academic, organizational, socio-emotional) which interact to create a culture or complex

milieu which, in turn, influences every activity of the school. The climate clusters identified

by Johnston (2014) may be readily reclassified according to the domains of tripartite model.

The relationship domain (Moss, 2013) corresponded closely with Johnston's (2014) socio-

emotional cluster, while the personal growth domain and system maintenance domain of

Moss resembled Johnston's academic and organizational clusters respectively (Macintosh,

2018).

Insel and Moos (2014) also developed a similar device to conceptualize human environment.

Their delineation of human environment, called social ecology, involves human interaction

with physical and social dimensions of the environment. Others, according to Anderson

(2012) include ecological factors (geographical, Meta morphological, architectural);

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behavioral settings (having material and behavioural components); organizational structure

(size and span of control); average personal characteristics of the individuals within the

environment (age, ability, SES); and functional dimensions of specific situations

(environmental reinforcing contingencies that maintain particular behaviors). However,

Anderson (2012) argued that, Tagiuri's system is preferable to others because it reflects the

growing consensus of many climate researchers that school climate includes the total

environmental quality within a given school.

The Concept of Commitment

To educational researchers, the degree of teacher commitment is one of the important aspects

of the performance and quality of school staff. Research findings indicate that low levels of

commitment may result in a decreased student achievement, higher teacher absenteeism, and

increased staff turnover (American National Center for Education Statistics 2017, Porter,

Steers, Modway & Boulin, 2014). "Commitment" is the term that teachers frequently use to

indicate themselves and each other. It is a word that teachers use to distinguish those who are

"caring", "dedicated" and "who take the job seriously" from those" who put their own interest

first". Job commitment refers to the extent to which an employee perceives that he or she is

connected to a job and involves feelings of psychological attachment, independent of affect

(Rusbelt and Farrel, 2013). Porter, Steers, Modway & Boulin (2014) indicated that

satisfaction and commitment were related but distinguishable attitudes. More specifically,

they proposed that commitment represents a global evaluative link between the employee and

the organization, job satisfaction being one of its components. Porter et. al. (2014) further

suggested that satisfaction would be associated with aspects of the work environment and

thus would develop more quickly than commitment, which would require a worker to make a

more global assessment of his or her relationship to the organization as well as profession.

The concept of commitment has a large body of research literature. Early research studies

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initially had an organizational focus, and then expanded to include other dimensions such as_

professional and union commitment. (Fukamic & Larson, 2014, Kadyschuk, 2017).

Concept of School Climate and Types

School climate refers to the structure of a school which includes the school buildings, the

play grounds, equipment school records, libraries and other material resources necessary in

the school for effective teaching and learning process (Mgbodile 2003). He further asserted

that school climate describes the environment that affect the behaviour of teachers and

students. It is the feel of a school by the teachers and students which vary from one school to

another.

Within the same area, school climate reflects the physical and psychological aspects of the

school that are more susceptible to change and provides the preconditions necessary for

teaching and learning. Murshidi (2008) sees school climates as the atmosphere of school that

is made up of the attitude shared by members of sub-groups like; students, teachers, other

staff and the school population as a whole. It is also defined as feelings and attitude of

students, teachers, staff and parents. In another aspect, it is define as an orderly environment

in which the school family feels valued, accepted and seared in the pursuit of the goals of

education in the school (Chukwunwike, 2005). Marshall (2015) sees school climate as a

multidimensional environmental factors that influence many individuals including students,

parents, school personnel and community. According to him school climate underlies the

day-today activities of a school. The atmosphere of school that consists of attitudes shared by

members of group or that it is a relatively property of school environment experienced by

parents which affect their behaviour based on their collective perception in the school. School

climate is defined in this study as the effective and efficient school atmosphere that promotes

teaching and learning in the schools and ensures smooth school administration.

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School climate is classified into different types and the most popular and widely accepted

school climate type is the one developed by Halpin and Croft (2013). They are classified as

Autonomous, Controlled, and Familiar, paternal, open and close climates.

Autonomous climate: This describes an atmosphere of complete freedom for teachers to

conduct their work and fulfil their social needs as they wish. Leadership act emerges

primarily from the group and rather infrequently from the principal. The principal models

enthusiasm and diligence. Both the teachers and the students are happy, safe, valued and

wanted. There is no external influence or threat. Teachers have desire to work and are also

motivated to high production and ready to learn. There is close relationship between the

principals, teachers, students, and parents. It shows that this type of school is effective

efficient.

Controlled climate: This is an atmosphere of hard work at the expense of social life. The

climate tends to be impersonal, highly task-oriented and highly controlled. Thus, in most

cases, there is no time for interactions with one another and for the students; there is no time

for extra-curricular activities.

Familiar climate: Is an atmosphere of sociability at the expense of task performance. This is

also known as laissez fair type teachers are not committed to work but they maintain close

relationship with the principals. Very little is done to control or direct the teachers towards

goal achievement. It requires careful supervision to ensure effective improvement of the

school.

Paternal climate: Paternal climate is characterized as one in which the principal discourages

the emergence of leadership acts from the teachers. The principal isolates teachers in

decision-making but places emphasis on production. He assumes the position of all knowing

at all times.

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Open climate: This involves an atmosphere in which the principal listens to teachers. The

teachers are involved in decision-making; they are respected and taken as colleagues by the

principal. Both the principal and the teachers are accessible. The principal shows concern for

the staff welfare encourages and motivates the staff. It has a democratic orientation.

Close climate: The does not al communication on the part of the principal, teachers and the

students. The principal is ineffective and directs the activities of the teachers. The teachers

pay lip attention to their duties and are not committed to duty. The teachers are not united and

there is no motivation and encouragement from the principal. Each of the above school

climates affects the motivation of teachers in one way or the other in the school system.

Dimensions of School Climate

Collegial Leadership is directed towards both meeting the social needs of the faculty and

achieving the goals of the school. The principal treats teachers as professional colleagues, is

open, egalitarian, and friendly, but at the same time sets clear teacher expectations and

standards of performance.

Teachers Professionalism is marked by respect for colleague competence, commitment to

students, autonomous judgment, and mutual cooperation and support.

Academic Press describes a school that sets high but achievable academic standards and

goals. Students persist, strive to achieve, and are respected by each other and teachers for

their academic success. Parents, teachers, and the principal exert pressure for high standards

and school improvement.

School Climate and Teachers Commitment

School climate seemed to have a natural affinity with organizational commitment.

Characteristics of supportive principal behavior, for example, "The principal uses

constructive criticism," or "The principal sets an example by working hard him- or herself"

seem more likely to elicit commitment than directive principal behavior.(E.g. "The principal

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rules with an iron fist.") Similarly, where teachers support one another and are proud of their

school (teacher engagement), one would expect to find a committed staff.

Conversely, where teachers feel the paperwork is burdensome and the mannerisms of their

colleagues annoying (teacher frustration), one would not expect to find a high level of

commitment. Research findings in Hoy, Tarter & Kottkamp (2011) have also indicated that

each element of openness would be related to teachers' commitment. In their findings

principal support and teacher engagement were significantly correlated in the positive

direction (r=0.21 and r=0.45) where as principal control and teacher frustration negatively (r

= - 0.22 and r = - 0.36 respectively). However, they did not find any significant relationship

with teacher intimacy (r=0.31). In the same study, openness was also found to be

significantly correlated with teachers commitment (r = 0.46). In a study about the relationship

of school health and teachers' commitment, Hoy, Tarter & Kottkamp (2011) also found a

positive correlation between a general index of school health and organizational commitment

r=.55. This indicates a moderately strong relationship between the variables. They also found

positive correlations between each of the seven elements of the health inventory and _ teacher

commitment to the school. Each zero-order correlation was statistically significant, ranging

from r=.28 for institutional integrity with commitment to r=.44 for academic emphasis with

commitment. Carr et. al. (2003) suggested that, the relationship between climate and

behavioral outcomes is formed through its influence on commitment and satisfaction,

consistent with Bandura's social-cognitive theory of motivation, which suggests that

performance occurs through the cognitive-affective state of sustained interest and positive

affective 28 Instrumental reactions. In their meta-analytic path analyses study of climate, Carr

and others (2003) presented a conceptual model (see below) suggesting that climate is

directly related with job satisfaction and organizational commitment (what they called

cognitive- affective states).

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 Conceptual Framework of Climate by Carr et. al. (2003)
According to the conceptual model and correlation result of Carr et. al., (2003) we can

observe that climate is significantly directed with commitment, which in turn had a direct

impact on job performance, psychological wellbeing and withdrawal. On the other hand, a

healthy school environment and high teacher morale tend to be related. A principal's ability to

create a positive school climate and culture can affect teacher morale. Principals who control

many of the contingencies in the work environment, are the source of much reinforcement for

teaching behavior, and are the keys to improving the morale and self-esteem of teachers,

(Webb & Norton, 2011). Favorable workplace conditions were positively related to teacher's

job satisfaction regardless of whether a teacher was employed by a public or private school,

an elementary or secondary school, and regardless of teachers’ background characteristics or

school demographics (National Center for Education Statistics, cited in Linda, 2018). The

study also found that teachers in any school setting who receive a great deal of parental

support are more satisfied than teachers who do not. In support of this, Anderson (2012)

reported from the review of related literature that several researchers have considered teacher

commitment to improve students’ academic performance as a significant variable in climate.

Based on these reviews of literature, the researcher hypothesized that significant relationships

would exist between school climate and the professional commitment of teachers. The

prestige accorded to teacher in a society also has to do with the consequences it holds for

15
teaching- learning process (Leavit, 2011). The social value of teaching determines the kind of

person attracted to the profession. Where the prestige and rewards of teaching are low, only

those unable to complete for greater success in a society will find teaching attractive. The

prestige of teaching may also operate as a force affecting directly the effectiveness in

teaching.

Open School Climate and its Influence on Teacher’s Commitment

Openness of school climate has been linked primarily to expressive characteristics in schools.

For example, the more open the school climate, the more committed, loyal, and satisfied the

teachers are. Similarly, the more open the climate of the school, the less alienated students

tend to be. School climate, from the health perspective, has been positively related to school

effectiveness. Most of the health variables correlate significantly with general subjective

measures of effectiveness, and the variable of academic emphasis has consistently been

related to student achievement in high schools, middle schools, and urban elementary

schools. In fact, the relationships hold even controlling for the effects of socioeconomic

status.

Work environments can support—or hinder—effective instruction and teachers’ professional

growth. Researchers and policymakers often talk about teacher ability as if it were fixed and

fully portable across school contexts, but teachers’ performance depends on how well-

matched their skills are with their students’ needs and the work environment. Teachers’ skills

are multidimensional and do not always translate across student populations and school

settings. Even the most talented and dedicated teachers will struggle to overcome a school

culture that lacks a safe, supportive learning environment. Strong work environments enable

teachers to perform to their potential. Teachers are most effective in environments

characterized by trust, respect, and a collective commitment to upholding school values and

expectations. Organizational practices such as protecting learning time and restorative

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behavior policies can improve teacher effectiveness by creating conditions for success in the

classroom (Papay and Kraft 2017). Teachers also improve faster and continue to become

more effective throughout their careers in schools with supportive professional environments

(Bryk et al. 2010; Kraft and Papay 2014; Papay and Kraft 2017; Ronfeldt et al. 2015). Almost

all teachers improve in their first few years on the job as they gain experience in the

classroom and learn from their mistakes. However, some teachers plateau after their early

career, while others continue to refine their craft (Kraft et al. 2020).

School environments can help promote rapid improvement and extend professional growth

through formal and informal opportunities for on-the-job learning. Meaningful peer

collaboration helps develop teachers’ skills, facilitates open feedback, and strengthens

collegial relationships (Burgess et al. 2020; Jackson and Bruegmann 2001). Teachers get

better when there is a school norm of continuous improvement that fosters innovation,

collaboration, and the trust necessary to allow teachers to experiment with new instructional

techniques.

Strategies for Enhancing the Influence of School Climate on Teachers’ Job

Commitment

Improving the organisational climate of the school hinges much on the leadership prowess of

the principal through the adoption of appropriate management principles and practices.

Bowers (2076), citing Likert (2016) identified four managerial approaches for managing the

organisational climate. These are System 1- exploitive-authoritative (or punitive-

authoritarian), System 2 – benevolent-authoritative (or paternalistic-authoritarian), System 3-

consultative and System 4- the participative (or group interactive).

In explaining these organisational climate management approaches, Owens and Valesky

(2007) stated that System 1 – exploitive- authoritarian is the management approach based on

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classical management concepts, a Theory X view of motivation, and directive leadership

style. System 2 – benevolent – authoritarian (or paternalistic – authoritarian, is the

management of organisational climate that emphasis a one-to-one relationship between

subordinate and leader in an environment in which the subordinate is relatively isolated from

others in work related matters. System 3 – consultative employs more of a participative

leadership style in which the leader tends to consult with the people individually in the

process of making decisions. System 4 – the participative (or group interactive) model of an

organisational climate management uses Theory Y concept of human functioning and also

emphasises team interaction in all of the critical organisational process. The four systems of

organisational climate management approaches underscore the role of the principal in

adopting management principles that relate to either people orientation or production

orientation as identified by Halpin and Croft (2013).

In the school setting, people are the vital component and the principal ought to give attention

to this category of the organisation. Azzara (2001) stated that the principal needs to be people

oriented, stressing that the principal needs to remember that teachers, students and parents are

human and as such they have strengths and weaknesses. It is therefore, the principal’s

responsibility to create situations where the strength of people will be tapped for facilitating

the achievement of school goals. Benton (2015) believes that the principal needs to recognise

human dignity. This implies that teachers should not be perceived as slaves, but as colleagues

in order to create the needed harmony. Benton believes further that the principal as well as

teachers need to balance individuals concerns in their private lives with demands of their jobs

as the nature of their work require both personal and professional management. The principal

in managing the school climate needs to model and facilitate good relationship among the

school community by recognising the inherent worth of human beings irrespective of status

or positions in the school hierarchy.

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Furthermore, Freiberg and Stein (2011) compared sustaining school climate to tendering a

garden that requires continuous effort to retain its beauty. Continuous effort implies the

involvement of motivation, evaluation and feedback and staff development. Benton (2015)

stated that the need for security, sense of belonging and recognition go a long way in

determining a worker’s attitudes and level of performance. Benton opined that the leader that

recognises the individual needs, is most of the time satisfied using recognition and support

than with money. This underscores the need for the principal to make use of praise to

motivate staff. Fulton and Maddock (2018) stated that the principal has great opportunity to

use his emotion in a constructive way to energise teachers, students and parents and

maximise motivation, getting them to be personally engaged in school activities in pursuit of

school goals. Therefore, as a motivator, the principal needs to consistently acknowledge and

praise the performance of teachers, students and parents. This motivates them towards greater

participation and performance with overall effect on the positive school climate. In addition,

Steffy (2011) pointed out that the purpose of evaluating the teachers should be to provide

them with feedback on their performance and should not be seen as an end, but rather as a

means to an end. This should be done consistently in order to maintain a positive climate in

the school. Hill (2017) wrote that when evaluation is used well, it builds confidence and

competence in the teachers and they will value it and performance enhanced. This is capable

of enhancing the school organisational climate.

Another management practice that can ensure effective school climate is the staff

development. Harris (2002) stated that staff development is critical to student progress and

therefore school improvement, stressing that research findings show that successful schools

encourage and facilitate the learning of both teachers and students. The quality of staff

development and learning is pivotal to maintaining and enhancing the quality of teaching and

learning. The staff development is effective if the teachers are involved in the process

19
themselves, therefore, Speck and Knipe (2004) maintained that professional development

plan should not be prescribed for teachers rather, teachers should have input in their

professional development plans. Dufour and Eaker (2018) stated that the purpose of staff

development is to help teachers as individuals and as a team to become more effective in

helping the students achieve the intended results of their education. In essence, staff

development benefits both teachers and the school because the teachers learn for themselves

and this makes them more effective teachers in class; that is, the passion to learn will spill

over to their students and the students’ enthusiasm will increase. Therefore, staff

development is imperative for the school in order to keep abreast with the demands of

teaching and learning in a rapidly changing world. Uben (2001) believes that it is the

responsibility of the principal to set conditions that will enable teachers reach their full

potentials stressing that the principal has the responsibility to initiate and support staff

development in schools.

Factors that Influence School Climate

There are many factors that influence school climate. Among them includes the principals

administrative style. Administration as applied in this context refers to the various efforts of

the school principals towards ensuring that teachers are stimulated to perform effectively,

using the available resources in realizing the goals of teaching and learning in the schools.

The success or failure of the school hinges on the ability of the principals to ensure that

everybody is carried along in pursuing the common goal of achieving better instructional

delivery and welfare of the teachers and the students in the school system. Halpin (2005)

notes that the major duty of the friendly environment in which the degree of teachers

interaction with each other and the school authority is conducive for the teachers to put up

their best in service and enjoy the performance of their functions.

20
School principals are therefore to evolve effective motivational strategies that will not only

make the school to be conducive for everyone, but congenial for all to stay and work in

relative comfort and security. This implies that the democratic style of administration that

will encourage active participation of teachers in the affairs of their schools.

Mgbodile (2004) states that the principals should use administrative style that will give the

teachers sense of belonging, co-operation and commitment towards the achievement of the

school goals. This will not only encourage the motivation of teachers but will enhance the

healthy climate in the school.

Ensuring effective communication channel in the school is also one of the major

administrative roles of the principals in fostering healthy school climate. Effective

communication in the school promotes efficient school administration, discipline among the

staff, the principals and the students and ensures that the school environment is free from

frictions and disharmony.

Discipline also influences the school climate. The principal has to ensure that both the staff

and students are well disciplined. He has to ensure that the teachers maintain and respect

themselves and the students as well as obey the ethics of the teaching profession. Attendance

to school should not only be regular but punctual by both the teachers and the students.

Supervision also influences school climate. Teachers should be supervised in terms of their

discipline and general behaviour in and outside the school. Their classroom or instructional

activities must be monitored, their manner of dressing, relationship with the people especially

with students as well as their commitment to aching. In doing this, the principal should apply

sense of decorum and see the teachers as people. He should not address them as objects but

has to approach them in a friendly manner. To extent to which the principal uses his

leadership disposition in the performance of this supervisory role influences the behaviour of

the teachers and the atmosphere of the school.

21
On the whole, school principals are to know that teachers are in the school to ensure that their

personal needs and expectations are to be met. Hence, the extent to which such needs and

expectations are met determines their level of motivation to duty. This implies that good

school climate is at the heart of motivation in the school. It becomes therefore, very

imperative that authorities in the school system ensures proper climate so as to encourage

their teachers for higher service delivery.

Theoretical Framework

There are certain theories that explain how school climate could be effectively managed

which form the basis for this present study. Two of these theories are identified and used as

basis for the present study. They are Behavioural Science Theories and Open-Closed

Continuum School Climate Theory.

The Behavioural Science Theories: (Theory X and Y - Owens and Valesky, 2007)

The Behavioural Science Theories were propounded by some Behavioural Scientist such as

Max Weber, Chester Bernard, Herbert Simon, Abraham Maslow, MacGregor and Halpin.

These proponents used the behavioural sciences to explain various motivational strategies

that can ensure productivity in the work environment. For instance, MacGregor theory of

motivation referred to as Theory X and Y is an important theory in the Behavioural Science

Theories. Theory X as propounded by Douglas McGregor (Owens and Valesky, 2007) rests

on four assumptions that the administrator may hold:

o the average person inherently dislikes work and will avoid it whenever possible

o because people dislike work, they must be supervised closely, directed, coerced, or

threatened with punishment in order for them to put forth adequate effort toward the

achievement of organisational objectives

22
 o the average worker will shirk responsibility and seek formal directives from those in

charge

o Most workers value job security above other job-related factors and have little

ambition.

On the other hand, Theory Y is based on the assumptions about the nature of people at work:

o if it is satisfying to them, employees will view work as natural and as acceptable as

play

o people at work will exercise initiative, self-direction, and self-control on the job if

they are committed to the objectives of the organisation

o the average person, under proper conditions, learns not only to accept responsibility

on the job but also to seek it

o the average employee values creativity that is, the ability to make good decisions –

and seeks opportunities to be creative at work.

The adoption of Theory X and Y by the school principal in managing the organisational

climate may not be uniform in all the schools and no one result could be expected. The

principal that believes in Theory X would exercise a lot of control on the staff and students in

order to create the needed school climate and those principles that believe in Theory Y would

provide the enabling environment and engender the participation of the staff and students to

create the desired school climate. However, on the question of which management

approaches and principles produce the effective school climate is not yet fully determined

and research in this area is ongoing. For instance, Hormer and Sugai (2002) believed that

when all staff members within all school settings actively teach and consistently recognise

and reinforce appropriate behaviours, the school climate would improve.

In summary, Enyi in Mgbodile (2004) wrote that the major tenets of these theories include:

23
 o The best approach to facilitate work and productivity in an organisation is through an

understanding of the worker, his job content and the work environment.

o It is not adequate to concentrate either on the work alone as in the Classical

Management Theory or on the Worker, as in the Human Relations Theory.

o Integration of the two was considered more helpful in the realisation of organisational

and personal goals.

o Administrators draw their knowledge and experiences from the various subjects in the

social sciences, incorporating such areas as psychology, philosophy, economics,

anthropology, and sociology for better understanding of the job performance of the

workers.

From these beliefs, the management of any organisation that adopt the Behavioural Science

Theories would give attention to both the work environment and the worker’s motivation

toward effective and efficient productivity. Consequently, the school administrators are

expected to give emphasis to staff and student welfare in addition to the provision of

conducive environment to achieve academic performance. Therefore, in relation to the

present study, the administrative strategies that would ensure the conducive school climate

should be anchored on the tenets of the behavioural science theories.

Open – Closed Continuum School Climate Theory: Halpin and Croft (2013)

The second theory that is relevant to the present study is Open-Closed Continuum School

Climate by Halpin and Croft (2013). The Open-Closed Continuum as propounded by Halpin

and Croft (1963) and Kottkamp, Mucher and Hoy (2017) conceptualised school climate as

‘personality’ and it is described along open-to-closed continuum. Kottkamp, Mucher and Hoy

(1987) modified the early study by Halpin and Croft (2013) for measuring the school climate

of the secondary school as the early study was based on elementary school. The major beliefs

of the theory include:

24
 o School climate is like an individual personality that can vary from individual to

individual. Thus school climate are not the same for all the schools.

o There are six types of school climate including open, autonomous, controlled,

familiar, paternal and closed climates. The two polar are open and closed climates

with open more desirable to achieve academic performance.

o There are four dimensions of the principal behaviours that could influence the type of

school climate including aloofness, production emphasis, thrust and consideration.

Administrators with consideration leadership behaviour tend to create conducive

school climate than those of the rest three behaviours.

The present study would identify the types of school climate and the principal leadership

behaviour that influence the climate in Kogi East which can influence the administration of

the school climate. The basis for this identification is on the Open-Closed school climate

continuum bearing in mind the major tenets of the theory outlined.

Review of Empirical Studies

A number of related empirical studies have been carried out and available for review. Alike

(2015) conducted a study on the influence of school organisational climate on teachers’

attitude to work in Awka Education Zone of Anambra State. The major purpose of the study

was to identify the types of organisational climate prevalent in schools in Awka Education

Zone of Anambra State and to determine whether it influenced teachers’ attitudes to work.

The study adopted survey design. The population for the study consisted of sixty secondary

schools in Awka Education Zone and the subjects for the study consisted of two thousand,

one hundred and thirty teachers (2,130) from twenty randomly selected schools in the zone

were involved in the study. Descriptive statistics (mean and standard deviations), T-test and

ANOVA were statistical tools employed for the data analysis. It was revealed that the

organisational climate of most of the schools was relatively closed and scores obtained

25
revealed a controlled structure. The analysis of the data also showed that teachers’ sex,

qualification and years of teaching experience did not influence the attitude to work. Also it

was revealed that teachers in schools with open climate showed positive attitude to work

while those with closed organisational climate showed negative attitude to work. The study

relate to this present study in the area of types of organisational climate in the schools, it

focus on teacher’s attitude to work. However, in addition, the present study focuses on the

strategies for effective management of organisational climate and focus on the influence of

leadership behaviour on the management of school climate. The location was in Enugu South

which is different from Awka.

Nongnuang (2018) conducted a study on organisational climate of secondary schools of East

zone in Thailand. The main purpose of the study was to classify the climates of secondary

schools in the east Thailand and to investigate the leadership behaviour of school

administrator in East Thailand. The design of the study was a survey design. The

Organisational Climate Descriptive Questionnaire (Halpin and Croft, 2013) and the

Leadership Behaviour Descriptive Questionnaire developed by Halpin and Winer (2016)

were used for data collection. Data was collected from 406 teachers and 21 administrators

from 21 secondary schools randomly selected. Percentage and Analysis of Variance

(ANOVA) were used to analyse the data. The major findings were (1) 44.83 per cent of the

secondary schools had an open climate, while 55.17 per cent had closed climate and (2) the

principals of all 21 schools had leadership behaviour patterns varying from high initiative

structure and high consideration to low initiative structure and low consideration.

The study by Nonguang and the present study are related in the areas of identifying the

organisational climate of secondary schools. However, the study was carried out in abroad

and also did not cover the areas of how the climate could be managed effectively. The present

study was carried out in different location (in Enugu South, in Nigeria). Furthermore, Cheng

26
(2015) conducted a study on the organisational climate in Hong Kong Aided Secondary

Schools. The major purpose of the study was to identify the types of organisational climate

and the relationship between leadership behaviour and the school climate. The design of the

study was a descriptive survey design. The Organisational Climate Descriptive Questionnaire

and the Leader Behaviour Descriptive Questionnaire (Halpin, 2016) was used to generate

data from 627 teachers. Data collected was analysed by T-test and Analysis of Variance

(ANOVA). The major findings were (1) the organisational climate identified did not follow

the open-to-closed continuum types as identified by Halpin and Croft (2013). It was also

found that there were significant effects of initiating structure leadership style on the school.

Positive relationship was established between leadership style and the types of organisational

climate. It was concluded that school organisational climate vary from culture to culture and

that Theory X is unfavourable to use as a basis for managing a school. The study by Cheng is

similar to the present study in the areas of types of school climate and influence of leadership

behaviour on the school climate. It however did not extensively deal with the management of

the school climate which form a focus of the present study. The study was carried out in a

different location (China) from the present study which was carried out in Enugu South of

Nigeria.

Another study carried out was by Shegede (2016) on the impact of leadership behaviour of

principals on organisational climate of secondary schools in Ondo State of Nigeria. The

major purpose of the study was to investigate and identify the leadership styles prevalent in

the schools. Survey design was used for the study. Questionnaire was administered on 500

secondary school teachers in fifty secondary schools. The study made use of mean, standard

deviations and t-test to analyse the data generated. It was found that the organisational

climate of most schools was relatively closed. The study revealed a positive relationship

between leadership styles and the type of organisational climate. The study by Shegede and

27
the present study are related in the areas of identifying the school climate types and the

influence of leadership behaviour. However, the present study covered a wider scope

including the management of the school climate and was carried out in Enugu South, a

location quite different from Ondo state.

A study was conducted by Onwuachi (2017) on school climate and teachers job satisfaction

in Enugu Education Zone of Enugu State. The major purpose of the study was to find out to

what extent the school climate affected the satisfaction of teachers in their job. Survey design

was employed for the study. A population of 225 teachers randomly selected from a total

population of 3,614 secondary school teachers in Enugu Education Zone. The statistical tools

used for the study were mean, standard deviations and t-test. The study revealed that the

teachers were satisfied with the administrative leadership style of the principals of secondary

schools in Enugu Education Zone which is related to the present study. However, teachers

were not satisfied with the insufficient availability of infrastructural facilities in the schools.

The study focussed mainly on the effect of school climate on teachers’ job satisfaction. The

present study is broader in scope including the strategies for managing organisational climate

of schools, factors that influence school organisational climate in addition to identifying the

climate types and was carried out in Enugu South.

Research design

The design of this study was ex-post factor. The design seeks to establish cause-effect

relationship. Nworgu (2016) says the researcher only attempts to link some already existing

effects or observation to some existing variables as causative agents. He notes that in this

type of design, the researcher has no control over the variables of interest and therefore

cannot manipulate them. The design is considered appropriate for the study since the

variables are already known by the researcher.

28
Area of the Study

This research was carried out in Enugu South Education zone Enugu State, which was

surrounded with Enugu North, Enugu West and Enugu East Local Government Area. Enugu

South shares cultural traits with its neighbouring towns. Two important Igbo traditional

festivals take place in Enugu South annually; the mmanwu festival and the New yam festival.

The mmanwu festival takes place in November and features various types of masquerades

that each has a name.

Validation of the Instrument

The instrument was face-validated by three experts in measurement and evaluation of Enugu

State University of Science and Technology. The experts were requested to study the

suitability and relevance of the instrument in line with the purpose of the study and the

research questions as well as the appropriateness of the rating scale. Corrections were made

which were effected by the researcher in line with their observations.

Reliability of the Instrument

Mugenda and Mugenda (2019) describe validity or reliability testing of research instrument

as the accuracy and meaningfulness of inferences, which are based on the research results. It

is the degree to which results obtained from the analysis of data actually represent the

phenomenon under study. He further emphasized that data should be a true reflection of the

variables. Using the Spearman Rank Order Correlation, a reliability coefficient of 0.8 was

obtained, an indication that the instrument was reliable for data collection.

Administration of the Instrument

In administering the instruments, anonymity of the teacher respondents was guaranteed.

Teachers were not asked to sign the questionnaire and no identifying code was placed on the

29
form. The researcher was responsible for administering all the questionnaires to the sample

teachers and, as much as possible, the researcher clearly informed the respondents about the

objectives and scope of the research to create a non-threatening atmosphere and encourage

them to give candid responses.

Instrument for Data Collection

The structured questionnaire developed by the researcher was the main instrument for data

collection and was titled influence of School Climate on Teachers’ Motivation in secondary

schools (ISCTMQ). It consisted of 2 sections. Section 1 consisted of the demographic data of

the respondents while section 2 contained 27 items arranged in four clusters A, B, C, and D

which seek to provide answers to the research questions. Cluster A provided answers to the

types of available school climates in the school, cluster B provided answers factors that

influence teachers’ motivation, cluster C provided data the extent open school climate

influences teachers motivation, while cluster D provided data on strategies for enhancing the

influence of school climate on teacher’s motivation in schools. Clusters A to D are on 4 point

rating scale on real limits of numbers as followers: Very Great Extent (VGE) 3.50 – 4.49,

Great Extent, (GE) 2.50 – 3.49 Low Extent (LE) 1.50 – 2.49, Very Low Extent (VLE) 0.050

– 1.

Method of Data Analysis

Mean and standard deviation were used to provide answers to the five research questions

posed for the study. The benchmark for acceptance level was 2.50-3.49, based on real limit of

numbers for clusters A, B, C, and D, any mean score below this benchmark would be

rejected, while T-test statistics was used to test the stated hypotheses at 0.05 level of

significance.

Summary of the Findings of the Study

30
The following findings were made based on the analysis of data presented in the tables for the

research questions and the hypotheses.

In Enugu South, there were three types of school organisational climates as follows: open

climate, autonomous climate and controlled climate. The school organisational climates that

did not exist in the secondary schools in Enugu South were: familiar climate, paternal climate

and closed climate.

The factors that influenced school organisational climate in secondary school in Enugu South

were: clean school environment, good aesthetic school environment, cooperation among staff

members and parents’ supportive behaviour. Others included students’ disciplined behaviour,

principal’s administrative competence, teachers’ teaching competence, effective monitoring

by governing bodies, magnificent school building, principal’s thrust leadership behaviour and

principal’s consideration leadership behaviour. The two factors that did not influence school

organisational climate were: principal’s aloofness leadership behaviour and principal’s

production emphasis behaviour.

The administrative strategies that could improve school organisational climate in the

secondary schools in Enugu South were: staff development, students’ involvement in

decision making, promotion of staff welfare, fostering of team spirit, provision of appropriate

and adequate teaching and learning facilities, effective implementation of staff promotion

scheme, effective use of rewards and recognition and stringent control measures on staff and

students

The analysis of data that tested hypothesis one revealed significant differences in the mean

rating of principals and teachers on open climate and autonomous Climate. There were no

significant differences between the mean ratings of the principals and teachers on the four

types of school organisational climates including; controlled climate, familiar climate,

paternal climate and closed climate.

31
Furthermore, there were significant differences in the mean rating of principals and teachers

on the following factors that could influence school organisational climate in secondary

schools in Enugu South: good aesthetic school environment, cooperation among staff

members, parents’ supportive behaviour, students’ disciplined behaviour, principal’s

administrative competence, teachers’ teaching competence, effective monitoring by

governing bodies, magnificent school building, principal’s thrust leadership behaviour and

principal’s consideration leadership behaviour. No significant differences between the mean

ratings of the principals and teachers were observed on the following three factors: clean

environment, principal’s aloofness leadership behaviour and principal’s production emphasis

behaviour.

It was revealed that there were significant differences in the mean rating of principals and

teachers on the following administrative strategies that could improve school organisational

climate in secondary schools in Enugu South. These included: staff development, students’

involvement in decision making, promotion of staff welfare, fostering of team spirit,

provision of appropriate and adequate teaching and learning facilities and effective

implementation of staff promotion scheme, effective use of rewards and recognition. On the

other hand, there was no significant difference on one of the administrative strategies that

could improve school organisational climate - Stringent control measures on staff and

students.

Discussion of Findings

Teacher’s commitment does not take place in a vacuum. Rather, many factors could

contribute to the development of teachers’ commitment. The findings concerning the

relationships of the variables of the study are discussed below.

32
The results of the present study revealed that teachers' commitment is related to school

climate. Referring to the relationship of the school climate with teachers' professional

commitment, the researcher of the study particularly observed in the study site that there are

several factors related with school climate, such as administrative problems and curriculum

affairs. The researcher also observed from her informal discussions with teachers as well as

from their responses of the open-ended items of the questionnaires that teachers had several

complaints on different issues such as, favours on the assignment of principals, shortage of

money and no additional income or privileges and lack of interest of students to learn. Many

of the sample respondents also reported that they love the profession but because of the

reasons mentioned above and other factors their commitment to teaching is very much

decreasing and that hampers them from working as they wished. Besides the statistical

findings, these and other climatic problems in the school environment are believed by the

researcher as root causes for the lack of commitment on the sides of teachers, Theoretical

models given by several researchers (such as Carr et. al, 2003) could serve as a supporting

evidence for this assertion.

The results of the present study suggest that, the relationship of the three components of

climate with teachers' professional commitment was positive as expected. The present

evidence shows that a better school climate could fairly influence teachers’ commitment to

their profession, which has a direct impact on job performance, psychological well being and

withdrawal. In additions, more emphasis should be laid in developing teachers’

professionalism, academic press and collegial leadership in order to have more committed

teachers. From this result the researcher observed that the three components of school

climate, collegial leadership, teachers' professionalism and academic press, are significantly

interwoven. In other words, it seems impossible to talk about climate by taking one and

leaving the other.

33
However, if we critically see the variance of teachers' commitment accounted by the three

components of school climate, it was about 25%. This may imply that there are other factors

which contributed to teachers' commitment than school climate. As to the results of teachers’

professionalism, which has relatively high relationship with teachers’ commitment in the

study site, it may not be surprising to reach at this conclusion because of the fact that

commitment is also one of the subcomponents of professionalism.

Results also revealed that teachers' commitment could be well developed by making the

components of school climate more favorable. This includes making the principal's

leadership more collegial, creating sense of competence, autonomous judgment, cooperation

and support among teachers (teachers' professionalism), and making the school set high but

achievable academic standards and goals (academic press).

Conclusion

Based on the findings and the discussions, it was concluded that secondary schools in Enugu

South adopted three types of school organisational climates – open, autonomous and

controlled climates. The factors that positively influenced the climates included the

following: clean school environment, good aesthetic school environment, cooperation among

staff members, parents’ supportive behaviour, students’ disciplined behaviour and principal’s

administrative competence. Others included, teachers’ teaching competence, effective

monitoring by governing bodies, magnificent school building, principal’s thrust leadership

behaviour and principal’s consideration leadership behaviour.

The administrative strategies for improving school organisational climate included the

following: staff development, students’ involvement in decision making, promotion of staff

welfare, fostering of team spirit, provision of appropriate and adequate teaching and learning

facilities, effective implementation of staff promotion scheme and effective use of rewards

and recognition.

34
Recommendations

The researcher gives the following recommendations according to the research purposes for

future researchers, educational administrators and other concerned bodies:

 Emphasis should be given to develop conducive school environment for the

development of the teaching learning process. Adequate classroom and staffroom

accommodation to be provided in the schools.

 Policy makers should give more for improving teachers' commitment by creating

more appropriate and attractive working environment.

 The principals to ensure smooth school administration through open school

administration. Schools to be adequately supplied with current teaching or

instructional materials to promote staff motivation and performance.

 Seminars and workshop to be frequently organized in the zone to help improve the

professional growth of the teachers.

35
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