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