i

RELATIONSHIP BETWEEN SCHOOL CLIMATES AND TEACHERS JOB

COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN EBONYI STATE

ODOH, JULIANA NKECHI (M.Ed)

EBSU/PG/Ph.D/2017/09181

A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

FOUNDATIONS, EBONYI STATE UNIVERSITY, ABAKALIKI, IN FULFILMENT
OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY
(Ph.D) IN EDUCATIONAL ADMINISTRATION AND PLANNING

MARCH, 2020
 ii

DECLARATION
I, Odoh, Juliana Nkechi, a Postgraduate student in the Department of Educational

Foundations with Registration No: EBSU/PG/Ph.D/017/09181 declare that the work

embodied in this research report is original and has not been submitted in part or in full for

any other Degree or Diploma of this University or any other institution of higher learning.

…………………………….. ………………………
Odoh, Juliana Nkechi Date
(Researcher)
 iii

CERTIFICATION

This is to certify that this research titled: Relationship between School Climates and

Teachers Job Commitment in Public Secondary Schools in Ebonyi State was carried out by

Odoh, Juliana Nkechi with Registration Number EBSU/PG/Ph.D/2017/09181 under my

supervision in the Department of Educational Foundations, Ebonyi State University,

Abakaliki.

…………………… ………………… ……………………. …………………

Assoc. Prof. Nwite Onuma Date Dr (Mrs) U. Aja-Okorie Date
Supervisor Head of Department
Educational Foundations
 iv

APPROVAL

This research titled ‘Relationship between School Climates and Teachers Job Commitment

in Public Secondary Schools in Ebonyi State’ has been assessed and approved by the

Postgraduate Studies Committee of the Department of Educational Foundations, Faculty of

Education, Ebonyi State University, Abakaliki.

……………………… ………………… ………………………. ………………

Assoc. Prof. Nwite Onuma Date Dr (Mrs) U. Aja-Okorie Date
Supervisor Head of Department
Educational Foundations

…………………… ………………… ………………… …………………….

Date Prof. S.N. Agwu Date
Internal Examiner Dean, Faculty of Education
 v

DEDICATION
This thesis is dedicated to my beloved Husband and children for their encouragements,

moral support, financial assistance and prayers.

 vi

ACKNOWLEDGMENTS

The researcher is indeed grateful to God for His unmerited grace and mercy to the

successful completion of this work. Sincere gratitude of the researcher goes to her

supervisor Assoc. Prof. Nwite,0numa for his brilliant and professional criticism

which has made this work a success. His advice and encouragement have helped in

the successful completion of the study. The researcher would not fail to appreciate

theefforts of her Head of Department Dr. (Mrs) U. Aja-Okorie for her immeasurable

supportthat facilitated the completion of this research work. May the Almighty God

continue tofavour you from Grace to Glory. ' .

Sincere gratitude to Prof S.N. Agwu (Dean Faculty of Education), Prof. Dan Enyi,

Prof. B. Alumode, Prof. F.E. Otta, Prof. E. Akumah, Prof. B.C. Nwosu, Dr. (Mrs)

Sarah Egw, O., Dr Ugama, Dr. P. Nwakpa,Dr Sunday Aja, Dr. (Mrs) Nnenna

Emesini, Assoc. Prof. B. Achilike, Dr. S. Nduka-Ozo, Dr. (Mrs) O. Adali, Dr. P.

Nwafunkwa, Dr. (Mrs) P.I. Eze, Dr. F. Otubo, Dr. (Mrs) Oluka,, Mr . N. Eke and

other lecturers in the Department of Educational Foundations and faculty of

education in generator their contributions in making the research work a success.

The researcher most humblyappreciate the wonderfulencouragement,unrelenting

support, sacrifice and prayers of her pillar,her mentor, her pride and her lovely

husband,Prof BenardlfeanyiOdoh. Thank you for your patience, sacrifices and

inspiration.! love you lots. To her God given beloved Children Collins and Adanna

just thinking about them made her push harder.

The researcher's immeasurable thanks goes to her Mum, Mrs Ezinne Igwe Mariafor

her unalloyed prayers'and encouragement (Mum like no other)and her Dad, Late

Ezinna Simon N.lgwe,who in the bosom of the Lord now will be proud of his

daughter. To her mother-inlaw Mrs Odoh-Nwefuru Maria and her late father-inlaw
 vii

chief Odoh-Nwefuru Joseph for all their support and encouragement. Appreciation

to all her Sisters Mrs. Bibian Nwokwu, Mrs.Cathrine Eddah.Mrs Angela Nwafor,

Mrs Sussan Ngwuta, Mrs. Eucheria Mbaba,Mrs. Anthonia Mbam and Mrs. Mary

Edene and all her in-laws,her husband's brothers and sisters, family,relations,

friends,brothersnieces and nephews, that in one way or the other contributed to the

success of this work, the researcher appreciates you all. The researcher cannot

forget the encouragement from friends and Ph.D. course mates like:Dr

Ndubuisi, for his contributions towards the-success of this work, as well as

Chinelo Ezugho and her bigbros Associate Prof Nwankwo Isaac for their

wonderful contributions towards thesuccess of this work. May the Almighty God

continue to bless you all, for your kind gestures toward my academic investment.

 viii

ABSTRACT

This study explored the Relationship between School Climates and Teachers Job Commitment in
Public Secondary Schools in Ebonyi State. In order to accomplish this objective, six specific
purposes of the study corresponding with research questions were posed. A comprehensive related
literature was reviewed not only to serve as a guide to the research but also to give insight into what
has already been done by other researchers in the related areas of the study. Literature pertinent to
the study were reviewed under three subheadings, namely: Conceptual framework, theoretical
framework and Review of Empirical Studies. while correlational design was utilized for the study.
The sample of the study comprised 440 secondary school teachers in the area of study. The
instrument used for data collection was school climate assessment scale and job commitment
assessment scale was developed by the researcher. The instrument was validated by three experts,
two experts from the Department of Educational Foundations and one expert from Measure and
Evaluation option of Science Education Department both in Ebonyi State University Abakaliki.
Research questions were answered using mean (x) while the hypotheses were tested using Pearson
r.Findings revealed that there was a positive relationship between open school climate and teachers’
job commitment in secondary schools in Ebonyi State; secondly it was discovered that thirdly, there
was a positive relationship between controlled school climate and teachers’ job commitment in
secondary schools in Ebonyi State and fourthly, it was revealed also that there was a positive
relationship between autonomous school climate and teachers’ job commitment in secondary
schools in Ebonyi State. Based on the findings, the study recommended that various arms of the
government especially those in charge of secondary education in the areas and state should try to
provide schools with the necessary resources needed by the schools principals for operation of open
climate in the school.
 ix

TABLE OF CONTENTS
Page
Title i
Declaration ii
Certification iii
Approval iv
Dedication v
Acknowledgements vi
Abstract viii
Table of Contents ix
List of Tables xii

CHAPTER ONE: INTRODUCTION 1

1.1 Background to the Study 1
1.2 Statement of the Problem 8
1.3 Purpose of the Study 11
1.4 Significance of the Study 11
1.5 Scope of the Study 13
1.6 Research Questions 14
1.7 Hypotheses 14

CHAPTER TWO: REVIEW OF RELATED LITERATURE 16

2.1 Conceptual Framework 17
2.2 Theoretical Framework 70
2.4Summary of Related Literature Reviewed 89

CHAPTER THREE: METHODOLOGY 88

3.1 Design of the Study 88
3.2 Area of the Study 88
3.3. Population of the Study 89
3.4 Sample and Sampling Techniques 89
3.5 Instrument for Data Collection 89
3.6 Validation of the Instrument 90
3.7 Reliability of the Instrument 91
 x

3.8 Method of Data Collection 91

3.9 Method of Data Analysis 91

CHAPTER FOUR: RESULTS 93

4.1 Results 93
4.2 Hypotheses 103
4.3 Summary of Findings 110
CHAPTER FIVE: DISCUSSION 112

CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS

6.1 Summary 117
6.2 Conclusion 118
6.3 Recommendations 118
6.4 Educational Implications 119
6.5 Limitations 120
REFERENCES 122
APPENDICES 129
 xi

LIST OF TABLES

1 : Relationship between Open School climate and Teachers’ Job Commitment in Secondary Schools in Ebonyi State 11 6
2 : Relationship between Controlled School Climate and Teachers’ Job Commitment in Secondary Schools in Ebonyi State 11 7
3 : Relationship between autonomous school climate and teachers’ job commitment in secondary schools in Ebonyi State 11 8
4 : Relationship between paternal school climate and teachers’ job commitment in public secondary schools in Ebonyi State 11 9
5 : Relationship between familiar school climate and teachers’ job commitment in secondary schools in Ebonyi State 11 9
6 : Relationship between closed school climate and teachers’ job commitment in secondary schools in Ebonyi State 12 0
7 : Test of Significant of Relationship open school climate and teachers’ job commitment in public secondary schools in Ebonyi State. 12 1
8 : Test of Significance of Relationship between controlled school climate and teachers’ job commitment in public secondary schools in Ebonyi State. 12 2
9 : Test of Significance of Relationship between autonomous school climate and teachers’ job commitment in public secondary schools in Ebonyi State. 12 3
1 0 : Test of Significance of Relationship between paternal school climate and teachers’ job commitment in public secondary schools in Ebonyi State 12 3
1 1 : Test of Significance of Relationship between familiar school climate and teachers’ job commitment in public secondary schools in Ebonyi State 12 4
1 2 : Test of Significance of Relationship between closed school climate and teachers’ job commitment in public secondary schools in Ebonyi State 12 5
 1

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The Nigerian secondary school system is an aggregate tool of empowerment,

human capital and career development. Secondary schools are institutions for

national development which contribute in training manpower for socio-economic,

political and cultural development in the Nigerian society. They are citadel of

learning established for the development of full capacities and potentials of human

resources, as well as the development of competent workforce through the

acquisition of practical skills relevant to the world of work (Federal Republic of

Nigeria, FRN, 2013). Secondary schools as formal institutionsare set up with desired

objectives which have been indicated by the Federal Republic of Nigeria (FRN,

2013:17) in the National Policy on Education to include:

i. provide holders of the Basic Education Certificate and Junior Arabic and Islamic

Studies with opportunity for education of a higher level, irrespective of gender,

social status, religious or ethnic background;

ii. offer diversified curriculum to cater for the differences in talents, disposition,

opportunities and future roles;

iii. provide entrepreneurial, technical and vocational job-specific skills for self-

reliance

v. develop and promote Nigerian languages, art and culture in the context of worlds’

cultural heritage;
 2

vi. inspire students with a desire for self-improvement and achievement of

excellence;

vii. foster patriotism, national unity and security education with emphasis on the

common ties in spite of our diversity; and

viii. raise morally upright and well-adjusted individuals who can think

independently and rationally, respect the views and feelings of others and

appreciate the dignity of labour.

The aforementioned objectives of secondary education can only be

successfully accomplished through combined and committed efforts of the teaching

staff, non teaching staff, students and the constituted authority. Invariably, teachers

administer the teaching and learning activities in the secondary schools. Members of

the non teaching staff participate in the administrative activities of the school. The

leadership manages the general administration of the school. The day to day

management of the school as regards to planning, organizing, controlling, directing

schedules, record keeping and documentation, supervision, among others lies with

the principal, who is equally the administrative head, chief custodian and one who is

at the peak position and helm of affairs(Akpakwu, 2012; Chike-Okoli, 2007). Of all

the personnel in the public secondary schools, teachers are most central in the school

system. Teachers are important machineries’ in the school whose efforts and

contributions in teaching leads to students’academic successes, career development

and academic achievements. Teachers are the ones who implement the education

policy at the classroom level through their direct contact without students in the

school environment. More so, in the school system teachers are one of the most
 3

important workforces, whose efforts and commitment enhance high productivity for

quality education (Gistarea, 2013). In fact no successful teaching and learning can

take place with the contributions and efforts of committed teachers in the

school.Thus, this trite statement that ‘no education system can rise above the quality

of its’ teachers’ (Federal Republic of Nigeria, FRN, 2013). The achievement of the

set goals and objectives of secondary schools in Nigeria and Ebonyi State inclusive

depends upon the degree of commitment of the teachers. In other words, it is

through the combined efforts of the teachers working within the school that the set

goals and objectives of such institution can be actualized.

Supporting this statement, Fox (2013) opined that the strength of any

institution (be it public or private) towards achieving its predetermined goals and

objectives largely depends on the commitment and productiveness of its teachers.

Teachers are one of the important teaching workforces that combine their efforts for

maximum productivity which leads to the realization of school goals and objectives

(Gistarea, 2013). The presence of such professional like teachers in either public or

private secondary schools in Ebonyi State, necessitates that conducive atmosphere or

climates be highly promoted in the schools to impact ontheir commitment to work

for the realization of the school goals. The need for Nigeriancitizens,public and

private secondary schools administrators and education stakeholdersin Ebonyi State

to recognize the fundamental impact and benefits of secondary schoolsteachers has

deemed it necessary to ensure that better school climates are established in order to

impact positively on teachers’ job commitment. The atmospheric conditions (that is,

climate) in which teachers discharge their duties in order to accomplish task can
 4

never be neglected because this has a great influence or relationshipwith their job

commitment and productivity. Teachers are motivated to show commitment to duty

and work closely together for maximum productivity in an environment whose

climate is acceptable, lively, adaptable, conducive, supportive and comfortable.

Thus, the tone of the school is, in part determined by the prevailing climate in the

school (Gistarea, 2013).

School climate as defined by the National School Climate Center (2019)

refers to the quality and character of school life which is based on patterns of

students', parents' and school personnel's experience of school life and reflects

norms, goals, values, interpersonal relationships, teaching and learning practices and

organizational structures. The National School Climate Council (2007) views school

climate as the tone, atmosphere and heart and soul of the school, whose essence

leads a teacher to love the school and to look forward to being there each school day.

School climate can further be described as the atmosphere established for learning

which includes the feelings people have about the school and it is a place where

learning can occur.Louka (2007) defines school climate as the physical, social and

academic dimensions of the school. The physical dimension of the school has to do

with the appearances of school buildings and its classrooms, among others. The

social dimension includes quality of interpersonal relationships between and among

students, teachers, and staff; equitable and fair treatment of students by teachers and

staff, among others; while the academic dimension has to do with the quality of

instruction and supervision, among others.Rapti (2015) perceived school climate as

the prevailing atmosphere in the school, which is mainly dictated by the leaders and
 5

affects the way how students and teachers perceive their school and affects their

values and attitudes toward school and work.The school climate influences to a great

extent the performance of the employees because it has a major impact on

motivation, job commitment and satisfaction of individual employees. In the present

study school climate can be described as the atmospheric conditions created in

administering the school by leadership which affects teachers work in the school

environment. School climate defines the tone of the school which equally affects

people’s performance and attitude to work.

The school climate therefore is affected by environmental factors such as

leadership, interpersonal relationship existing among school personnel, level of

parental involvement, teachers’ engagementsand nature of academic activities,

among others.There are however several school climates prevailing within the

school organization (whether public or private) in Ebonyi State. These school

climates existing in the public and private secondary schools determine the level of

teachers’ job commitment and performance. Rapti (2015)distinguishing the

different types of school climates identified them as an open climate, controlled

climate, autonomous climate, paternal climate, familiar climate and closed

climate.In explaining these school climates, Rapti observed that the open school

climate reflects a supportive, welcoming, friendly and positive environment which

creates opportunities whereby teachers’ ideas as well as his attachment and devotion

to work are highly promoted.Wherever the school climate is open, positive

relationships are established among individuals and groups, and teachers can

contribute immensely towards the school improvement. Laying emphasis on the

 6

relationship between the open school climate and teachers’ job commitment,

Douglas (2010) stated that this school climate can be measured or analyzed by its

openness. Teachers working in an open climate can go the extra mile and work for

school success. They ensure that their students are well taught and pass their

examinations. Aside from the above statement, Hoy and Tarter in Douglas defined

an open climate as a healthy school that is protected from exterior influences and

pressures.

The controlled school climateaccording to Rapti (2015) portrays an

environment which is engaging, task orientedand more and more in the way of work.

In the controlled school climate, teachers appear to be entirely devoted to their work

and spend considerable chunks of time on fulfilling them because the whole time is

bestowed upon accomplishment of tasks. Hence, in most cases there is little time

available to allow for interaction between each other. Both teachers and students

under this climate are also heavily engaged with the tasks and are given little time to

give over to the extracurricular activities.The autonomous school climateis the type

of climate that portrays an atmosphere where teachers have at their disposal a

considerable degree of freedom to act in school. The leader epitomizes the model of

enthusiasm and zeal. There are no external threats or influence. Teachers have a

strong desire to teach and students are motivated to learn. There is a close

relationship between the managers, teachers, students and parents in this climate.For

the paternal school climate, this reflects an atmosphere which is autocratic in nature

and disengaging for the teachers. The climate is described by a type of atmosphere

in which the school principal is a hard-working person, but he falls short of having
 7

any effect on the staff. The school principal is full of life and lively, but his

management style tends to lean on the autocratic side.Here, the expectations of

teachers tend to be quite impractical. The familiar school climate according to Sliver

cited in Rapti (2015)is described as a sort of “laissez-faire” atmosphere (let them do

it). In this climate a significant number of teachers are not committed to their main

task because the principal is pretty much interested in maintaining a social

atmosphere that favours the fulfillment of any particular task.

Theclosed school climaterepresents the opposite to the open climate which is

unfriendly, negative and not welcoming. In this type of climate, there is hardly any

commitment particularly on the part of both the principal and teachers. There is

hardly any emphasis on fulfillment of duties; while the principal is engaged in

routine activities or trivial matters or in an unnecessary paperwork that teachers

respond to with a minimum degree.The key characteristics of a closed climate have

been identified by Halpin cited inRapti (2015) as one that is primarily concerned

with the lack of commitment and productivity. In this climate, the school principal

seems to be stern and wielding control. Theinattentive, not supportive and

inaccessibility of leadership projected in this climatemake most of the teachers to be

frustrated and ineffective.From the foregoing discussions, the principal of the school

is a major determinant of the school climates, while teachers’ job commitment could

be determined by working under the different school climates. The principal by

executing his or her administrative functions or authority enhance conditionality

among the school members which can lead to the creation of conducive or non

conducive atmosphere for teachers to accomplish their task.Khoza (2004) opined

 8

that managers and school leadership such as principals in the secondary schools can

improveteachers’ job commitment by providing a work environment suitable to

satisfyteachers’ inner needs to execute their task efficiently(Oborah, 2009).

Teachers’ job commitment as defined by Werang and Agung (2017) is

regarded as teachers’ willingness to be an integral part of specific school to which

they belong. Ayele (2014) defines teachers’ job commitment as an individual’s

attraction and attachment to the work and the organization.It refers to the socio-

psychological bonding of an individual to his organization, its goals and values or to

his occupation and profession. Teachers’ job commitment refers to the emotional

bond between the teacher and school with regard to continuing his or her association

with the organization, acceptance of the values and goals of the organization, and

willingness to help the organization to achieve such goals and values (Meyer &

Allen cited in Ayele, 2014). In the present study, teachers’ job commitment is

simply described as their attachment or devotion towards their work or task for

accomplishment of school objectives and goals.

Fostering commitment among teachers is important because teachers, who

are highly committed stay longer, perform better, are actively involved in the work

and engage in organizational citizenship behaviour. Such teachers maintain the

culture of the organization.In essence, teacher’s job commitment can be high and

low depending on the school climate. Highly committed teachers found within an

open, autonomous or positive school climate are much less likely to leave their work

of teaching and they are also less likely to be absent from school, while low

committed teachers found within a familiar, negative or disengaging school climate

 9

are often absent from school to engage more attractive activities. Studies have

revealed that job commitment of teachers leads to high job performance and

productivity. Ayele (2014), for example, revealed that teacher’s job commitment has

a strong and positive correlation with their organizational commitment. Ayele

(2014) further revealed that a higher level of teacher’s job commitment was

associated with high level of teacher’s organizational performance. In the similar

way, Ismail and Razak (2016) positioned that the ability of administrators to provide

intrinsic and extrinsic satisfaction in managing employees’ has motivated the

employees to strengthening their work commitment. Thus, teachers’ job

commitment is of utmost important as it has directly impact on students’ academic

achievement and their future career.

There are various manifestations or dimensions of teachers’ job commitment

which has been identified by different scholars likeAyele (2014), Meyer and Allen

cited in Werang and Agung (2017),Werang and Agung (2017). To these

scholars,teachers’job commitment could manifest in terms of three ways,that is,

affective, normative and continuance and each type of commitment ties the

individual to the organization in different ways and will differently affect the

manner in which the employee conducts him/herself in the workplace. Additionally,

teachers are committed to work when the environment or atmospheric conditions of

the school is comfortable and conducive for them. Whenthe climate of the school

enables teachersto actively participate, collaborate and get involved in the school,

they become committed. Again, when teachers relate and collaborate with each other

in a conducive school climate or atmosphere, they share positive ideas and build
 10

excellent team spirit that will not only improve their performance, work efficiency,

productivity, but also the attainment of students’ academic achievements.Therefore,

the manner in which the relationship between school climates and teachers’ job

commitment exists in public and private secondary schools in Ebonyi State is

paramount and needs to be ascertained in the present study.

Public secondary schools in Ebonyi State as viewed in the present study are

day or boarding schools owned either by the federal or state government, while the

private secondary schools are schools owned by the private sector as a sole

proprietor or a joint partnership, such as individuals, churches and voluntary

organizations. Both the public and private secondary schools share similarities in

using the same curriculum in teaching, although the main differences

between a private and public school is how they are funded, the school size and class

size. Private schools are not government funded and rely on other means of funding,

such as endowments and donations. This means that tuition can be higher for

aprivate school than a public one. Majority of the private secondary schools have

limited number of students’ in the school and in the classrooms (Iwamoto, 2005;

Zinth, 2005). Even at the expensive nature of private secondary schools, a lot of

parents still prefer to send their children and wards to private schools because they

feel that they kind of school climate private schools owners maintain quality

education and high standards more than the public secondary schools.Examining the

relationship between school climates in the public and private secondary schools in

Ebonyi State will therefore assist to uncover the realities in association between the

two variables of school climates andteacher job commitment; whether a positive or

 11

negative relationship exists between the two variables in the public and private

secondary schools in Ebonyi State. It will also assist to uncover and determine how

high or low teacher job commitment in the public and private secondary schools are.

Gupta and Gehlawat (2013) have reported that teachers in private schools are more

committed to their profession than did those in public schools. In contrast, Nazari

and Emami (2012) reported that there is no significance difference in teachers’

commitmentin public and private schools. Adeyemi (2006) further asserted that

generally teachers (whether public or private school) are more likely to be

committed in different school climates.

The climate of the school determines teachers’ job commitment. However,

teachers in positive (that is, open) school climate seems to be more committed than

the negative (that is, closed) or unhealthy one. However, the level of work

commitment between teachers in the public and private schools mightsometimes

vary. This difference in commitment could be as a result of their school climates. At

present in Ebonyi State, it seems that there is a decline in the quality of teaching and

academic standard in secondary schools probably because of school climate. Despite

the roles of teachers as the fulcrum on which the lever of educational system rests,

issues of students’ poor academic performances and achievements, students’

indiscipline, examinations malpractices, inadequacy and low teachers’ commitment

in performance still holds in secondary schools in Nigeria and in Ebonyi State in

particular (Igbaji, 2014; Moja, 2000; Omoregbe, 2005; Matthew, 2013). All these

are matters of concerns which need redressing and have equally warranted the

present study to trash the relationship between school climates and teachers’ job
 12

commitment. Therefore, anything that could lead to teachers’ lack of job

commitment for utmost performance and maximum productiveness needs to be

addressed. It is against this background that the researcher wants to determine the

relationship amongthe various school climatessuch as open, controlled, autonomous,

paternal, familiar and closed climates, and teachers’ job commitment in public

secondary schools in Ebonyi State.

1.2 Statement of the Problem

Teachers are important machineries and human resources in the teaching and

learning activities in schools. They are responsible for guiding students’ towards

achieving their academic achievements. In the public and private secondary schools

in Ebonyi State, teachers must endeavour to perform the teaching task and

responsibilities for the achievement of instructional and educational goals. However,

teachers of public secondary schools in Ebonyi State are supposed to be highly

committed at all times in order to reshape students for high academic achievements.

Yet, it is worrisome and common in Ebonyi State to see that there are situations or

cases where teachers show lack of commitments in their duties which is evident in

their negligence of duty, absenteeism in the classroom, cases of examination

malpractices, poor students’ academic performances and achievements, among

others. All these problems points to one direction of low teachers’ commitment to

their job, which seems to be responsible by the school climates.In order to

effectively win the teachers commitments to their duties in the public and private

secondary schools in Ebonyi State, the school climates must be conducive. The

schools climates must be one which is open, welcoming, engaging, supportive,

 13

friendly and autonomous. Teachers are committed to work when the environment or

atmospheric conditions of the school is comfortable and conducive for them. When

the climate of the school enables teachers to actively participate, collaborate and get

involved in the school, they become committed. In this regards, the rate at which

teachers’ job commitment can be highly improved in the public and private

secondary schools in Ebonyi State largely depends on the relationship between

school climates such as the open, controlled, autonomous, paternal, familiar, closed

climates and teachers’ job commitment.

When teachers perceive their climate as being highly positive, this can

improve their job commitment. But when they perceive the school climate as

negative, this can mar their job commitment. Therefore, a lot needs to be done in

order to address the adverse situations as regards to the relationship between school

climates and teachers’ job commitment which has continued to affect the quality of

teaching and learning in most of the public secondary schools in Ebonyi State. It is

however important that the school climate in the public and private secondary school

principals in Ebonyi State become highly improved in order to impact greatly and

positively on teachers’ job commitment. The problems associated withlow teachers’

job commitment found within the public secondary schoolsin Ebonyi State has

created a vacuum and gap which needs to be filled by the present study. In essence,

checking the commitments of teachers in different school climates in public and

private secondary schools is reasonable and timely to make secondary education

more desirable. There goes the need to examine the relationship between school
 14

climates and teachers’ job commitment in public secondary schools in Ebonyi State,

which equally is the problem of the study.

1.3 Purpose of the Study

The main purpose of this study is to determine the relationship between school

climate and teachers’ job commitment insecondary schools in Ebonyi State.

Specifically, the study was aimed to ascertain the:

1. relationship between open school climate and teachers’ job commitment in

secondary schools in Ebonyi State.

2. relationship between controlled school climate and teachers’ job commitment

in secondary schools in Ebonyi State.

3. relationship between autonomous school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

4. relationship between paternal school climate and teachers’ job commitment in

secondary schools in Ebonyi State.

5. relationship between familiar school climate and teachers’ job commitment in

secondary schools in Ebonyi State.

6. relationship between closed school climate and teachers’ job commitment in

secondary schools in Ebonyi State.

1.4 Significance of the Study

 15

This study would be of benefits to education stakeholders, Ebonyi State

Government, Ministry of Education, principals, teachers, students and researchers.

The findings of this study will practically be of great benefit to all education

stakeholders in Ebonyi State, namely: Ebonyi State Government and policy makers

in the House of Assembly, Management of Ebonyi State Secondary Educational

Board (ESSEB) andState Ministry of Education in charge of the public and private

secondary schools, proprietors of private secondary, public and private secondary

school principals, teachers, students and other researchers.

Findings of this study will be beneficial to the Ebonyi State Government and

policy makers in the House of Assembly by exposing them to the realities of the

relationship between the different school climates and teachers job commitment.

Having Ebonyi State Government and policy makers in the House of Assembly

understand the differences in the school climates will enable them to either

restructure the existing policy or proffer a new onethat will promote effective

secondary school administration. The study will enable them to practically

understand the way school climates impacts on teachers’ job commitments in public

and private secondary schools in Ebonyi State.

Findings of this study will be beneficial to the Management of the Ebonyi

State Secondary Educational Board and State Ministry of Education that controls

public and private secondary education in the State and proprietors of private

schools. The findings of this study will encourage them to set up workable strategic

plans that will highly promote effective climatesthat are all encompassing to

improve teachers’ job commitment. If possible, this findings will enable them
 16

organize leadership training programmes on school climates and teachers’ job

commitment for principals of public and private schools for their improvement.

The finding of this study is also significant to public and private secondary

school principals who are the custodians of administration in Ebonyi State. This

study is to provide them with the realities concerning the relationship between

ethical leadership behaviour and how they influence teachers’ commitment in

Ebonyi State. Based on this premise, they will be guided on employing best

practices in managing their schools. Given a negative school climate can mar

effective school management. Therefore, the findings of this study will serve as a

yardstick for both public and private schools principals to engage in excellent

managerial activities that breeds conducive atmosphere in the school which is will

bring about high commitment among the teachers for good results in the school.

This study is therefore, to assist principals in building positive school climates and

good relationships with their teachers for school development.

Teachers are also one of the important beneficiaries from the findings of this

study whose commitment to duty will bring about quality services and quality

assurance in the secondary school system. This is so because when the climate of the

school is conducive and comfortable for teachers, they become highly dedicated and

committed to their jobs for higher productivity, which brings about the best

performance in teachers.

The findings of this study will also be beneficial to students. When the school

climate is conducive and engaging, teachers become highly committed and students’

stand to gain because quality learning will highly promoted. This will avail the
 17

students’ opportunities to attain excellence and greater academic achievements

having studied under a good atmosphere. Promoting good climates in the secondary

schools is one way of making students’ put in extra efforts in their studies for high

academic performances in both internal and external examinations.

Other researchers in education stand to benefit from this present study as

well. By having proper understanding of the relationship between the various

schools climates such as the open, controlled, autonomous, paternal, familiar and

closed climates and teachers’ job commitment, this work can boost further

researches in their respective fields of endeavour. The study will also serve as a

resource material which can be consulted and referenced at any point in time.

The theoretical significance of this present study will avail all and sundry that

comes across this work to understand the relationship between school climates and

teachers’ job commitment having reviewed many theoretical and empirical studies.

This will enable them to understand the concepts of school climate and teacher job

commitment coupled with their types and relevance to school administration.

1.5 Scope of the Study

The scope of this study wasdelimited to determine the relationship between school

climate and teachers’ job commitment in secondary schools in Ebonyi State. The

content scope of this study is to coverthe relationship between open school climate,

controlled school climate, autonomous school climate, paternal school climate,

familiar school climate, closed school climate and teachers’ job commitment in

secondary schools in Ebonyi State.The study will also determine whether the

relationship between these school climates and teachers' job commitment in

 18

secondary schools in Ebonyi State is significant or not. The geographical scope of

this present study was delimited to all the public secondary schools in Ebonyi State.

The secondary schools are spread within 13 local government areas in three (3)

Education Zones, namely Abakaliki, Afikpo and Onueke, in Ebonyi State.Only

public secondary school teachers were involved in the study.

1.6 Research Questions

The following research questions were raised to guide this study:

1. What is the relationship between open school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

2. What is the relationship between controlled school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

3. What is the relationship between autonomous school climate and teachers’

job commitment in secondary schools in Ebonyi State?

4. What is the relationship between paternal school climate and teachers’ job

commitment in public and private secondary schools in Ebonyi State?

5. What is the relationship between familiar school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

6. What is the relationship between closed school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

1.7 Hypotheses

The following null hypotheses were formulated and was tested at 0.05 level

of significance:
 19

1. There is no significant relationship between open school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

2. There is no significant relationship between controlled school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

3. There is no significant relationship between autonomous school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

4. There is no significant relationship between paternal school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

5. There is no significant relationship between familiar school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

6. There is no significant relationship between closed school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

 20

CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE
Some scholarly literatures were reviewed in this chapter as they related to the
present study on the relationship between school climates and teachers’ job
commitment in public and private secondary schools in Ebonyi State. The chapter
was however arranged according to the following:
2.1 Conceptual Framework
a. School Climate (SC)
b. Types of School Climate
c. Teachers Job Commitment (TJC)
d. Dimensions of Teachers’ Job Commitment
e. Relationship between School Climate and Teachers’ Job Commitment
f. Public Secondary School (PUSS)
g. Differences in Public and Private Secondary Schools Climates and
Teachers’ Job Commitment

2.2 Theoretical Framework

i. Ecological Systems Theory by Urie Bronfenbrenner
ii. Two-Factor Theory by Frederick Irving Herzberg

2.3 Empirical Studies

Studies on School Climates and Teachers’ Job Commitment in Public
Schools
2.4 Summary of Review of Related Literature

2.1 Conceptual Framework

Some key concepts used in the present study have been defined in this

section. Additional, in this section scholarly literatures as they relate to the present

study were reviewed under some subheadings which include: types of school

climates, dimensions of teachers’ job commitment, relationship between school

 21

climates and teachers’ job commitment and differences in public and private

secondary schools climates and teachers’ job commitment.

2.1.1 Concept of School Climate

School climate cannot be defined without describing what a school and

climate is. The school as described like scholars as Chike-Okoli (2007) is a formal

organization set up by the members of the society or community to fulfill desirable

objectives. A school is a place where teaching and learning activities take place and

also a system of formally coordinated activities of two or more persons intended to

bring about the achievement of educational goals. Therefore, the school is an

organization which provides a structural framework in which activities are carried

out so as to achieve certain objectives of education. It creates structured relationship

among the members of staff for achievement of goals (Atanda & Lameed cited in

Chike-Okoli, 2007).A school means an organization of students for instructional

purposes on an elementary, middle or junior high school, secondary or high school,

or other public school level authorized under rules of the State Board of Education

(Zinth, 2005). Rapti (2015) defines the school as an institution where students learn

to appreciate what society wants them to contribute to their advancement and

development.

Climate as further described by Rapti simply refers to the atmosphere of a

place. It is equally the personality of an organization. School climate therefore refers

to as a mixture of beliefs, values and behaviours of students, teaching staff, leaders

and parents, level of independence, leadership styles and job satisfaction. School

climate according to Adejumobi and Ojikutu (2013) is a broad term that refers to
 22

teachers’ perceptions of the general work environment of the school, the formal

organization, informal organization, personalities of participants, and organizational

leadership influence it. School climate is a relatively enduring quality of the school

environment that is experienced by participants, affects their behaviour, and is based

on their collective perceptions of behaviour in schools. It is important to describe

and analyze school climate because the atmosphere of a school has a major impact

on the organizational behaviour and because administrators can have a significant

positive influence on the development of the personality of the school (Adejumobi

& Ojikutu, 2013).

From the above definitionsRapti (2015) opined that school climate can be

perceived as the prevailing atmosphere in the school, which is mainly dictated by the

leaders and affects the way and how students and teachers perceive their school and

affects their values and attitudes toward school and work. School climate concept

has its origins in the late 1950s as researchers in social sciences studied variations in

work environments. Andrew Halpin and Don Croft published in 1963 the results of

their research on school climate. Thus, the concept was formulated, and their work

became the basis of research for other researchers (Rapti, 2015). Rapti further noted

that various researchers and educational reformers identified school climate in

different ways.Freiberg and Stan cited in Rapti (2015) claim that the climate of the

school is the “heart and soul” of a school, the factor that motivates students, teachers

and makes them to want it and willing to be there every day. Heart and soul were

used as metaphorical terms to highlight the importance of climate change, because it

motivates members of a school making them feel attracted by it. In this regard,
 23

school climate is what gives life to it and highlights the values that school

represents.Hoy and Miskel determined that the school climate is the grouping of

features that distinguishes one organization from the behavior and attitudes of the

people it consists of. In other words, as the behaviour of specific persons is used to

distinguish individuals from one another, the school has its own characteristics

according to human interaction.

Halpin’s general perception is that school climate is the personality of an

organization and that the organization climate is similar to the individual

personality. X school climate is different from Y school climate associated with the

personality of each of them. Litwin and Stringer have argued that school climate is a

facility with “measurable work environment parameters” based on collective

perceptions of the people who live and work in that environment. In other words,

school climate is more or less the understanding that teachers have on the amount of

kindness and hospitality they receive, while interacting with the school manager.

Loukas also cited in Rapti (2015) stated that although it has been difficult to

determine a comprehensive definition of school climate, researchers agree that

climate is a multidimensional construct that includes physical, social and academic

dimensions of a school as follows: the physical dimension which includes

presentation of the school building and classrooms; the size of the school and the

students/teachers ratio in the classroom; the organization of classes in the school; the

effectiveness of the tools and teaching resources; andsecurity and safety. Social

dimension includes the quality of interpersonal relationships of all members of staff

(teacher-leader; teacher-teacher; teacher-student; student-student; teacher-parents); a

 24

fair and equal treatment of students by teachers and other staff members; the degree

of competition and social comparison among students; and the extent of the

contribution of students, teachers and school staff in decision making process.

Academic dimension includes the quality of teaching; teachers’ expectations for

students’ achievement; and monitoring of the students progress and immediate

reporting of results to students and parents. In fact, the climate of the school is the

subject of staff and students perceptions and is measurable.

The sum of the values, cultures, safety practices, organizational structures

within a school, teaching practices, diversity, leader-teacher relationships, teacher-

teacher relationships, parent-teacher relationships, and student-teacher relationships,

is the concept of school climate (Loukas in Rapti, 2015).School climate according to

the National School Climate Center (2019) refers to the quality and character of

school life. School climate is based on patterns of students', parents' and school

personnel's experience of school life and reflects norms, goals, values, interpersonal

relationships, teaching and learning practices and organizational structures. As

regards, sustainable, positive school climate fosters youth development and learning

necessary for a productive, contributing and satisfying life in a democratic society.

This climate includes: norms, values and expectations that support people feeling

socially, emotionally, and physically safe. In such climate, people are engaged and

respected. Students, families and educators work together to develop, live, and

contribute to a shared school vision. Educators’ model and nurture attitudes that

emphasize the benefits and satisfaction gained from learning. School climate is

commonly defined as the “quality and character of school life” (National School
 25

Climate Council, 2007, p.5). The National School Climate Council (2007) suggests

that school climate encompasses the experiences of individuals in the school,

including learning and building relationships, while also capturing the collective

beliefs and attitudes that are present within a school. School climate is more than

one individual’s experience; rather, it is an overarching experience or “feel” of the

school. School climate refers to the individual experiences and feelings that students,

teachers, and staff have about the school.

From the above definitions, one can conclude that the climate of the school

has to do with the atmosphere or feeling that prevails in a particular school. It

appears from the relationship between leaders and teachers, teachers and students

and between leaders and students. The school as a social interaction system forces

the leaders, teachers and students to interact in the planning, decision-making and

problem solving fields in an administrative level. They also interact on personal

issues that are part of the normal school routine. School climate as described by the

researcher in the present study refers to the atmospheric conditions created in

administering either a public or private secondary school which affect teachers work

in the school environment.

2.1.2 Types of School Climates

Scholars have different views concerning the different school climates. Most

scholars like Adigun cited in Thomas and Grimes (2002), Makewa, Role, Role and

Yegoh (2011), Coutts (2018)andOmemu (2018) gave two broad categories of the

types of climates prevailing in secondary schools and they include (a) positive

school climate and (b) negative school climate.

 26

A positive school climate according to these aforementioned scholars helps

people feel socially, emotionally and physically safe in schools. Such factors that

assist in shaping this type of school climate are often grouped into four main

dimensions. These dimensions are: safety, teaching and learning (academic climate),

relationships (community climate), and the environment. A sustainable, positive

school climate fosters youth development and learning necessary for a productive,

contributing and satisfying life in the society.

In other words, when students, in partnership with educators and parents,

work to improve school climate they promote essential learning skills (e.g. creativity

and innovation skills, critical thinking and problem solving skills, communication

and collaborative skills) as well as life and career skills (e.g. flexibility and

adaptability, initiative, social and cross culture skills, productivity and

accountability, leadership and responsibility) that provide the foundation for 21st

century learning. Hellriegel and Slocum cited in Makewa, Role, Role and Yegoh

(2011) explain that organizations can take steps to build a more positive climate

through: communication, values expectations, norms, policies and rules,

programmes and leadership which require a rich organizational structure, reward

systems, technology, or tasks. Schools perceived as being positive, safe, and

nurturing environments focused on student learning, perform better in examinations

regardless of available technology or teacher training. This is not to say that a school

with no textbooks will outperform one with textbooks based solely on environment,

but that the learning environment, culture, and climate produced by the school as a

whole may help or hinder learning (Makewa, Role, Role & Yegoh, 2011). The
 27

benefits of a positive school climate are broad and can positively impact both

students and teachers. A positive school climate has been associated with higher

academic achievement and healthy behavioural outcomes for students. Makewa,

Role, Role and Yegoh further reported positive effects on academic performance,

school attendance, emotional health and wellbeing, self-esteem and self-efficacy for

students and job satisfaction, resilience and wellbeing for teachers, as the benefits of

a positive school climate.

Indeed, a positive school climate is shown to reduce teacher burnout and

increase retention rates, two significant challenges facing the teaching profession. At

the heart of a positive school climate relationships are built; those between students

and teachers, between students, between teachers and between the school and its

community including importantly its parents. These relationships are built on the

visible foundations of the school’s mission, vision and values but more importantly

they are constructed and sustained by the everyday actions taken at every point of

contact between stakeholders. It needs to be understood that the friendly welcome

students receive as they enter the school each day is as significant a factor in their

academic growth as any lesson they will ever attend. A positive school climate is

however built through caring and supportive relationships. If the school management

wants teachers to be the drivers of students’ learning and knowledge, they must

establish a positive school climate where this is achievable. If the management also

want teachers to bring their passions into the classrooms, if they hope that teachers

will seek out new challenges and be prepared to excel or scale from failure they

must know that they are doing these things within an environment where they are
 28

safe.  All schools will espouse that they aim to create a positive school climate. All

teachers will share that they know and care for their students, encourage responsible

risk taking, creativity and learning from mistakes.

Smith (2009) opined that in a school with a positive climate, students receive

the best instructional services. Teachers focus on students' characteristics, learning

styles and experiences as they try to make learning relevant to the lives of their

students. Furthermore, they work to establish a supportive non-threatening climate

in which students are likely to take advantage of learning opportunities through

active student involvement. Also, they select appropriate materials and teach

thoroughly and in a holistic way in order to achieve excellence in education. Finally,

the quality of career development of students is high. Students are provided with the

latest information on what is best for their future so that they can make the best

possible decisions.

A negative school climate on the other hand, is a opposite of a positive school

climate which brings about an atmosphere of confusion and no productivity.

Adeogun andOlisaemeka (2011) and Omemu (2018) opined that a negative school

climate is tied to multiple negative outcomes for students and has been shown to

exacerbate harmful behaviour and diminish achievement. In a school where the head

is domineering, authoritative and totally in charge of all activities in the school is

characteristics by non-cordial interaction between the participants of the school such

as teachers and non-academic staff including the principals. Therefore, a negative

school climate has the following characteristics as identified by Omemu (2018) that

in such a climate there is lack of leadership, vision, mission and goals; absence of
 29

clear purpose; autocratic administration; and stagnation looms about. People in such

climate experience non collaborative, non-cooperative behaviour by school leaders

and too demanding teachers union. Such negative climate leaves parent and students

out of communication links. There is poor working relation between school and

community in a negative climate. There is always conflict over limited resources and

no community support in such a climate. A negative school climate experiences

budget deficit at all times and there is unfair enforcement of rules in such climate.

The most ultimate is that teachers show less commitment to their duties in a negative

climate (Omemu, 2018). From the foregoing discussions, school climates could

further by classified into six types as identified by several scholars.

Marina and Hinjari cited in Wheelock (2005), Okoye (2012), Rapti (2015)

and Omemu (2018) identified six types of climates prevailing in schools which

include: open, controlled, autonomous, paternal, familiar and closed climates.

i. Open School Climate:

An open school climate has the same characteristics with a positive or healthy

school climate. According to Rapti (2015), an open school climate is chiefly

associated with its expressive characteristics. An open climate can be easily utilized

to account for both the space and authenticity between relationships of principals,

teachers, students and parents. Hoy cited in Rapti (2015) argues that the open

climate reflects upon the supportive, welcoming and positive role of the principal

(manager) towards teachers’ ideas as well as his attachment and devotion to work.

According to this researcher, in such climate the leader shows genuine concern over

the teachers. He or she supports staff members; the staff members are given their
 30

free way in undertaking tasks in the best way possible they can manage; the leader is

particularly careful so as not to allow the daily tasks to interfere with the

responsibilities of teachers. In an open school climate teachers are portrayed as

being tolerant, helpful and to be revered in the profession.

Teachers here in this climate are attentive to and ready to provide for the

needs of students by working hard in order for the children to succeed in their

pursuits; teachers turn out to be reaching out, help each other at the professional

level, including the personal one too. Rapti (2015) opined that teachers work in

teams to guarantee the students’ success. Teachers and their leader alike make

themselves available to maintain close relationships with students and parents. An

open climate is therefore breeds a healthy climate in which teachers enjoys full

support of the top management of the school. The more open the school climate, the

more dedicated, loyal and pleased the teachers will be in such a climate. The more

open the school climate, the more productive students will be in their school

performance. There is a broad consensus across the body of literature on school

climate which emphasizes that the open school climate pretty much favours the

promotion of positive outcomes in students’ academic performance by contributing

in turn to a good mental and spiritual health as well as to job satisfaction of teachers

and principals. Pretorius and Villiers (2009)summarized the characteristics of an

open school climate as a healthy one which is as follows: an open or healthy school

is a pleasant place. It is protected from unwarranted intrusion (high institutional

integrity). The principal’s behaviour is open, concerned and supportive. The

principal listens and is open to teachers (high supportiveness), gives faculty freedom
 31

to act on their professional knowledge (low directiveness), and relieves teachers of

most of the burdens of paper work and committee assignments (low restrictiveness).

Teachers like the school, the students, and each other (high teacher affiliation). They

see the students as diligent in their learning (high academic emphasis). They see the

principal as their ally in the improvement of instruction; the principal is

approachable, supportive and considerate, yet establishes high standards of teacher

performance (high collegial leadership).

Teachers rely upon the principal to foster a structure in which learning can

take place and, at the same time, to be a leader who is sensitive to the social and

emotional needs of the group. The principal has influence with organizational

superiors and is seen by the teachers as someone who delivers the teaching resources

they need (high resource influence). A healthy school climate has no need for forced

cooperation; because committed professionals cooperate naturally and are in basic

agreement about the task at hand. Hoy cited in Rapti (2015) further stressed that an

open school climate cannot happen overnight, this should be the outcome of a well-

thought out development engineering and implemented between the teachers and

school principals. Omemu (2018) supporting Rapti opined that in an open climate

they have adequate building standards, good facilities and structures that will

promote the attainment of educational objectives. Omemu further opined that such

school climate is characterized by achievement motivation, collaborative decision

making, equity and fairness, order and discipline, parent involvement, sound school-

community relations, staff dedication to student learning, staff expectations,

effective leadership, comfortable school building, sharing of resources, caring and

 32

sensitivity, promotes student interpersonal relations and student teacher relations.

Adeogun and Olisaemeka (2011) pointed out that an open school climate has the

characteristics of a positive school climate which is seen as an accessible, co-

operative, respectful, pleasant, approachable, supportive and highly motivational

interaction among principal and teachers and students.

An open school climate improves student motivation and achievement. It has

a positive impact on the mental and behavioural health of students including

contributing to a decrease in risky behaviour and depressive symptoms and an

increase in feelings of belonging. In such a climate, teachers are highly committed

and task accomplished. Furthermore, Rapti (2015) and Wheelock (2005) used

certain parameters in describing the open climate as they include safety, academic

climate, community and institutional environment.Under safety, all humans in an

open school climate need to feel safe socially and physically. Feeling safe in school

influences students' learning and their general development. However, many

students do not feel safe in schools. Most students are not necessarily exposed to

physical violence, but many students are exposed to social, emotional, and

intellectual violence. An open school climate therefore means feeling physically and

emotional safe, and having clear and consistent rules to maintain order and

discipline. Safety in essence in an open climate includes physical safety, identity

safety, emotional safety and order and discipline. Physical safety is the degree to

which violence, aggression, and physical bullying are present. It also refers to the

strategies used to eliminate violence (example, security guards and metal detectors).

Identity safety refers to how a school can promote positive relationships and

 33

opportunities to learn where students feel they are welcomed, supported and valued

as a member of the learning community. Emotional safety includes available school-

based mental-health services (e.g. counseling services, caring and supportive staff),

an absence of verbal bullying, and positive attitudes about individual differences. It

is also affected by the students' and staff's attitudes about bullying and their response

to it.

Order and discipline refers to how often students break the school's rules, and

how misbehaviour is handled. Schools with a positive climate have low rates of

delinquency and clearly communicated rules that students consider to be

implemented fairly and consistently (Rapti, 2015; Wheelock, 2005).An open climate

promotes high academic climate. Academic climate refers to the teaching and

learning practices are highly promoted in the school. It is composed of three factors:

leadership, teaching and learning and professional development. Leadership refers to

the role of the principal and administration. It is influenced by how well they

communicate their vision for the school and how supportive and accessible they are.

Teaching and learning refers to the actual methods and instructional practices used

by teachers in their classrooms. It entails everything from the curriculum selected,

evaluation methods, to how teachers communicate their expectations and give

feedback to students. These practices influence student motivation and engagement

in the classroom, which in turn affect academic performance. Professional

development refers to teacher's access to training programmes they find relevant and

helpful, and that are in line with the needs of the school. In schools with an open or

positive climate, teachers have ongoing access to trainings where they can learn new
 34

strategies to improve the way they teach (Rapti, 2015; Wheelock, 2005).Under

community, the quality of relationships between members of a school (teachers,

students, and administrators) in an open climate has an influence on

students'behaviour and achievement. The relationship between a student and their

teacher affects their engagement in the classroom, self-esteem and grades.

The community aspect of an open school climate refers to the quality of

relationships within a school. It also includes the school's connectedness, respect for

diversity, and partnerships with other members of the community. All these are the

elements of community aspect of an open school climate. Relationships in an open

school climate refer the quality and consistency of relationships among students,

staff members and between teachers and students. An open school climate is

affected by how much students and teachers support, trust, respect and care for each

other. The relationships between the adults in a school (example, teachers and

principals) also have an important influence on school climate. Connectedness refers

to teachers and students' feelings of attachment and belonging towards the school.

Feeling accepted and included by the other members of the school will contribute to

a positive school climate. Respect for diversity refers to treating members of any

ethnicity, gender, sexual orientation, or religious affiliation equally. It also means

cultivating awareness and appreciation for other cultures in classrooms. Community

partnership refers to the involvement of parents and other community members in

school life. It involves good communication between parents and school staff, high

attendance of school events, the development of mentoring programs, and other

 35

initiatives that build relationships between students and the larger community (Rapti,

2015; Wheelock, 2005).

Institutional environment has to do with the physical layout, size and material

resources of a school which also affect school climate. For instance, environmental

variables such as classroom layout and activity schedules can influence how safe

students feel and how well they perform in school. Environmental variables include

the adequacy of the school setting, the maintenance and infrastructure of the

building, and the accessibility and allocation of educational resources. An open

school climate under the institutional environment characteristics has the following

factors of environmental adequacy, structural organization and availability of

resources. Environmental adequacy refers to the physical characteristics of the

school, such as cleanliness, lighting and temperature and sound control, which all

affect teaching and learning. Structural organization is the physical layout of the

school itself (size, classroom size, number of unsupervised areas). It also includes

organizational aspects, such as start and end times, and whether students are grouped

based on ability. These characteristics can influence both feelings of safety and

academic performance. Availability of resources refers to how much access students

and teachers have to equipment, materials, and supplies that improve teaching

(example, technology, tools, or books) (Rapti, 2015; Wheelock, 2005).

ii. Controlled School Climate:

A controlled climate as indicated by Rapti (2015) is more and more in the

way of work. Although in this case the principal is far from being the model of

dedication, importance is bestowed upon the accomplishment of tasks and little time
 36

is devoted to social life. Yet, teachers appear to be entirely devoted to their work and

spend considerable chunks of time on fulfilling them. Hence, in most cases there is

little time available to allow for interaction between each other. Students are also

heavily engaged with the tasks and are given little time to give over to the

extracurricular activities. According to Silver, cited in Rapti (2015) the principals

usually keeps his distance from the teachers, students and parents in order to avoid

any degree of familiarity.

Parents are not encouraged to visit the school and see teachers about their

children’s problems, using instead such a time on something much more valuable

(based on their opinion). Okoye (2012) opined that in a controlled school climate the

principal in this type of school is more interested in the achievement of school goals

than satisfying the individual or social needs. Rules and regulations and formality

are strictly enforced. Relationship among individuals is impersonal. Such school is

highly task oriented and controlled. Teachers work and are committed to their job

but there is excessive paper work. The principal is dominating and directive but also

aloof and not a model of commitment or dedication.

iii. Autonomous School Climate:

The autonomous climate is a type of climate that portrays an atmosphere

where teachers have at their disposal a considerable degree of freedom to act in

school. In this climate, teachers have certain amount of freedom to operate. The

leader epitomizes the model of enthusiasm and zeal. There are no external threats or

influence. Teachers have a strong desire to teach and students are motivated to learn.
 37

There is a close relationship between the managers, teachers, students and parents

(Rapti, 2015). Okoye (2012) describing the autonomous school climate pointed out

that the principal in this type of climate is stereotyped, and therefore more interested

in the satisfaction of the needs and disposition of staff and students than in the

pursuit of the school goals. Influential groups in the school manipulate courses of

action more than the school principal, while spirit and intimacy are relatively high

with low disengagement or hindrance. Teachers seem to be very free to conduct

their work and fulfill their personal needs. The principal, though a hard worker is

relatively aloof with respect to supervision, though considerate of teachers to an

average degree.

iv. Parental School Climate:

Costley and Todd cited in Rapti (2015) described the paternal school climate

as a type of atmosphere in which the school principal is a hard-working person, but

he falls short of having any effect on the staff; to them the label ‘hard-working” is

not such a familiar word. There is a degree of approachability between the leaders

and teachers, but expectations of teachers tend to be quite impractical. The school

principal is full of life and lively, but his management style tends to lean on the

autocratic side. As a result, the majority of the teachers, students and parents prefer

to keep their cautious distance from the leader. More often than not, students can

have a hard time expressing their concerns and difficulties, while the parents come

to school only they feel it absolutely necessary, for example, like when teachers

require that they come. In such school climate teachers’ commitment is low because

the leadership fails to effectively carry them along. Okoye (2012) added that in a
 38

paternal school climate, the principal insists on initiating all leadership acts in the

school himself and makes concerted efforts to discourage the emergence of

leadership initiatives from his teachers. Teachers do not work co-operatively as such

attempts are viewed with suspicion and threatened with sanction. The principal

works leadership functions. The teachers are split into factions as they battle with

the obstructive and intrusive know-it-all nature of the principal and his sycophants.

v. Familiar School Climate:

Silver cited in Rapti (2015) noted that the familiar school climate is described

as a sort of “laissez-faire” atmosphere (let them do it). The principal is pretty much

interested in maintaining a social atmosphere that favours the fulfillment of any

particular task. Thus, a significant number of teachers are not committed to their

main task. Some of them do not take a liking to the way how a principal leads, but

others do not necessarily share the same opinion with their colleagues or with the

principal. As a result, those that are not really dedicated, make up a particular group

since they exhibit the same type of behaviour. Most of the students do not take their

learning process seriously and some others do cook up all sorts of vain and hollow

excuses to be out of school or to be absent from it (unexcused absences). Most

parents are not involved in their children’s education, and they are clueless as to

what their children are up to at school. They think that it is not necessary for them to

attend meetings that are meant for parents. Halpin also cited in Rapti (2015) opined

that in this type of familiar climate between the principal and the teachers, a scant

attention is paid to the overall performance of the school.Okoye (2012) stated that

the familiar climate type is characterized by high consideration of the need and
 39

interests of individuals in the schools with little emphasis on production. The

relationship between the principal, students and teachers is cordial while little is

done to enforce rules and regulations. Here, interactions are rather informal with

high intimacy which sustains negative familiarity that breeds contempt.

vi. Closed School Climate:

The closed school climate replicates a negative climate. It is the antithesis of

an open school climate. Hoy and Sabo cited in Rapti (2015) observed that the closed

climate represents the opposite to the open climate. Omemu (2018) explained that a

closed school climate which portrays a negative school climate on the other hand is

tied to multiple negative outcomes for students and has been shown to exacerbate

harmful behaviour and diminish achievement. The school has such features where

the head is domineering, authoritative and totally in charge of all activities. In the

school, it is characterized by non-cordial interaction between the participants of the

school such as teachers and non-academic staff including the principals. The key

characteristics of a closed climate have been identified by Halpin cited in Rapti

(2015) as one that one is primarily concerned with the lack of commitment and

productivity. There is hardly any commitment particularly on the part of both the

principal and teachers. There is hardly any emphasis on fulfillment of duties; while

the director is engaged in routine activities or trivial matters or in an unnecessary

paperwork that teachers respond to with a minimum degree. The school principal

tends to be stern and wielding in control. He is inattentive, not supportive, and not
 40

on hand (that is uneasily accessible). As a result, most of the teachers tend to be

frustrated and ineffective. According to Rapti (2015), there is a lack of respect on

the part of the principals. In addition to this, teachers do show a lack of respect

towards the school authority (management), towards each other or even to the

students. Teachers are intolerant and divided; hence a social pressure takes hold at

such school.

Hoy cited in Rapti (2015) sets down the same features as those of a closed

unhealthy climate. Under such an atmosphere, it would be contrary to reason to

expect students to have any good academic achievement or to show any positive

attitudes towards school and to one-another simply because there is no example set

to be followed. In a closed climate the teachers simply appear to go through the

motions, responding minimally and exhibiting little commitment (high

disengagement). The principal’s misguided tactics are met not only with frustration

and apathy, but also with a general suspicion and lack of respect among teachers for

each other as either friends or professionals (low intimacy and non-collegial

relations). Closed climates have a faculty that is divisive, intolerant, apathetic and

uncommitted. Pretorius and Villiers (2009) stated that the principal in a closed

school climate simply appears to go through the motions, stressing routine trivia and

unnecessary busywork (high restrictiveness). The principal’s ineffective leadership

is seen as controlling and rigid (high directiveness) as well as unsympathetic,

unconcerned, and unresponsive (low supportiveness). Closed climates have

principals who are non-supportive, inflexible, interfering and controlling. According

to Hoy and Miskel cited in Pretorius and Villiers (2009), this climate is an unhealthy
 41

school, by way of contrast, is a sad place. The school is an arena for various pressure

groups to work out their own agendas (low institutional integrity). The principal is

inactive and ineffective in moving the school towards its goals or in building a sense

of community among the teachers (low collegial leadership). The principal has no

influence with superiors, and teachers see themselves on the short end of supplies

(low resource influence). They feel they do not have what they need to teach. The

teachers do not like one another, or the school, or the students (low teacher

affiliation). They see the students as academically unworthy; in their view they are

reluctant, do not work hard, neglect homework, are uncooperative in the class, and

are not serious about learning (low academic emphasis).

The unhealthy school cannot adapt to the environment because there is no

central leadership. The school is turned into a political arena as it loses institutional

integrity. The principal effectively abdicates, and goals are compromised. The

teachers lose a sense of integration with the school and its mission and see the

students as unwilling learners.Wheelock (2005) observed the characteristics

associated with principals in a closed school climate to include authoritativeness,

inaccessibility, unsupportiveness, inequity, inconsistency, indecisiveness, ambiguity

with regard to expectations, egocentricity, unfriendliness and aggressiveness. A

closed school climate principal does not communicate openly with staff members

but rather dictates what he or she wants done and maintains control over all aspects

of the school organization. As a result, the school climate may suffer due to teacher

frustration and apathy as well as by suspicion and a lack of faculty respect for

colleagues as well as for administrators. Teachers purposely limit their interactions

 42

with closed principals; and because those principals rarely seek or expect support,

teachers are willing to give little in exchange with them. When necessary, teachers

offer their support, loyalty, or extra effort only in exchange for supplies or

permission to try new strategies. Teachers in these circumstances do not volunteer

for extra duties or responsibilities and use avoidance tactics to maintain autonomy in

the classroom (Wheelock, 2005).

Many teachers feel if they dared to risk contact with the closed principal that

it might result in the imposition of restraints. Teachers tend to react to principals

they perceive as being closed by putting up obstacles to communication. Teachers’

feelings toward closed school climate principals may prevent the communication

and collaboration towards a school-wide vision that could be used as an active force

in school improvement (Blasé cited in (Wheelock, 2005). Teachers who do not have

the opportunity to assist in school decision-making and are not made to feel valued

develop negative feelings resulting in stress. Principals who create a climate of

teacher empowerment will find that the greatest impact on student achievement

occurs when the focus of that empowerment is on teaching and learning. Principals

with critical, admonishing, or uncertain interactive styles negatively affect teachers

and general morale. How a principal or a staff really behaves is less important than

how its members perceive it. It is their perceptions of behavior that motivate action

(Hoy & Tarter cited in (Wheelock, 2005).

2.1.3 Teachers Job Commitment (TJC)

A teacher as described in the present study is an academically trained

professional that guides and facilitates students’ learning processes in any

 43

educational institutionin orderto become useful to themselves andthe society at

large. Teachers generally play active role in students’ education by impacting

knowledge through execution of their teaching task.Werang and Agung (2017)

foresaw job commitment as ones devotion to his or her work or task. Mensah (2011)

defined job commitment as the hard work and loyalty that someone gives to an

organization. Teachers’ job commitment as defined by Werang and Agung (2017) is

regarded as teachers’ willingness to be an integral part of specific school to which

they belong.

Teachers’ job commitment as further noted by Werang and Agung can be

high and low. High committed teachers are much less likely to leave their work of

teaching and they are also less likely to be absent from school, while low committed

teachers are often absent from school to engage more attractive activities such as

heading for urban area to caring family. Ayele (2014) defined teachers’ job

commitment as an individual’s attraction and attachment to the work and the

organization. It refers to the socio-psychological bonding of an individual to his

organization, its goals and values or to his occupation and profession. Teachers’ job

commitment refers to the emotional bond between the teacher and school with

regard to continuing his or her association with the organization, acceptance of the

values and goals of the organization, and willingness to help the organization to

achieve such goals and values (Meyer & Allen cited in Ayele, 2014). According to

Crosswell (2006) teachers’ job commitment referred to their high level of

attachment, devotion and adaptability to the school.Teachers’ job commitment is not

just good teaching or a matter of being efficient, developing competence, mastering

 44

technique, and possessing the right kind of knowledge. It also involves emotional

work as observed by Anwar, Sisay and Tamirat (2016). Firestone and Rosenblum

cited in Anwar, Sisay and Tamirat (2016) defined teachers’job commitment as

teachers’ positive and affective attachment to a particular school. Firestone and

Rosenblum, further, referred to teachers’ commitment as the commitment to

students, commitment to teaching profession and commitment to a particular school.

Anwar, Sisay and Tamirat (2016) further supporting the above statement

opined that there are three “matters” commonly associated with teacher

commitment: profession, student learning and the community. Professional

commitment is typically conceptualized as a positive, affective attachment to one’s

work. Commitment, when attached to this object, results from the satisfactions that

accrue from a job. Professional commitment is the feeling of dedication among the

individuals of a group towards their profession. This commitment area involves two

essential components: namely, pride in one‘s being in the teaching profession; and a

strong desire for professional development (Shashi, 2014). Commitment to student

learning includes teacher dedication to helping students learn regardless of their

academic difficulties or social background. Conceptually, this type of commitment

speaks to increasing student engagement in learning and academic achievement,

particularly for students who are academically at risk (Kushman cited in Anwar,

Sisay & Tamirat, 2016). A commitment to the community includes creating a

symbolic relation between the school and community. Teachers need to orient and

motivate the community to perceive the importance of education as a lifelong

process. Teachers need to have deep concern and commitment towards the
 45

community and the organization for which they work (Shashi, 2014). Teachers’ job

commitment is thereforeseen as a multidimensional concept that includes belief in

and acceptance of the organization’s goals and values; willingness to exert effort on

the organization’s behalf; and a desire to remain in the organization (Mowday,

Steers & Porter cited in Anwar, Sisay & Tamirat, 2016).In the present study,

teachers’ job commitment is simply described as their attachment or devotion

towards their work or task for accomplishment of school objectives and goals.

2.1.4 Dimensions of Teachers’ Job Commitment

Teacher job commitment is used to describe desirable attributes of a teacher.

As earlier described teachers job commitment is firmly attached to the teaching

profession of teachers which deals with their dedication, attachment, involvement,

gain satisfaction, adaptability, retention and attendance to their work or duties in

order to accomplish task and achieve positive outcomes or good results. Teacher

commitment indicates that teachers with high levels of commitment work harder,

demonstrate stronger affiliation to their schools, and show more desire to carry out

the goals of teaching than teachers with low levels of commitment. More

importantly, students of highly committed teachers are more likely to learn material

and develop a positive attitude toward school than those of teachers with low levels

of commitment. Based on these facts, the environment and climate where teachers

perform their duties should be conducive atmosphere which relays so much on

leadership attributes, their interpersonal relationships, availability of resources,

academic involvement, safety of the environment, among others, as indicated by

Rapti (2015) and Wheelock (2005).Teacher job commitment according to Crosswell

 46

(2006) and Smith (2009) reflects a high level of attachment to an organization. With

their emphasis on attachment to the organization, teachers’ commitment in a school

organization includes the ability to achieve the organization’s goals and values.

Commitment goes beyond loyalty to an organization; it involves giving of one’s self

to the organization with teacher commitment influencing student achievement and

attaining educational goals (Smith, 2009).

Crosswell (2006), Meyer and Allen cited in Werang and Agung (2017)

divided teachers’ job commitment into three dimension, namely, affective,

continuance and normative commitment. Affective commitment refers to the

employees’ willingness to stay within an organization because of the belief that their

role and job goals are clearly defined and receive management support.

Affective commitment is also the teacher's positive emotional attachment to the

school for the learning of the students. A teacher who is

affectively committed strongly identifies with the goals of the school and desires to

remain a part of it.This teacher commits to the school because he or she “wants

to”.Butucha (2013) noted that affective professional commitment refers to teachers’

emotional connection to, identification with, and participation in the teaching

profession and its objectives in regard to (a) motivation of the teacher to identify

with and the aspiration not to drop the profession for self-interested desires, (b)

compliance to teach altruistically and contribute to the success of the teaching

profession, and (c) keenness to make special sacrifice—do further than regular

potential and to tolerate challenging situations.

 47

Continuance commitment refers to the benefits of remaining stay within the

organization because of the fewer work opportunities exist outside the organization

and the perceived costs of leaving current organization will be higher. It is also

where the individual chooses to participate and remain as a member of the

organization, and are only committed to the social role within the organization.

Here, the teacher commits to the school because he or she perceives high costs of

losing the job, including economic costs (such as pension accruals) and social costs

(friendship ties with co-workers) that would be incurred. The employee remains a

member of the organization because he or she “has to”. According to Butucha

(2013), it is the economic compulsions that make the professionals stay with the

profession and its values. Teachers with continuance professional commitment

remain within the teaching profession because leaving the profession has high cost

for them.

Normative commitment refers to an employee’s willingness to remain with

the organization because of his or her feeling of obligation. The teacher perceived

obligation to remain or stay in the school because of the feeling of obligation, which

is derived from many sources, so the teacher commits to and remains with an

organization. In this context, an employee thinks that he or she ought to remain with

a particular organization because he or she believes it is morally right to do so. For

example, the school may have invested resources in training a teacher who then feels

a moral obligation to put forth effort on the job and stay with the organization to

repay the debt. It may also reflect an internalized norm, developed before the person

joins the organization through family or other socialization processes, that one
 48

should be loyal to one’s organization. The employee stays with the organization

because he or she ought to. Although, there are several reasons in which a teacher

would show commitment to a job. Several studies as highlighted by Khan (2015)

shows that teacher’s commitment can be caused or influenced by certain variables.

For instance in a study conducted by Luthans, Wahl, and Steinhans in 1992 cited by

Khan (2015) to find out the importance of social support on employees‟

commitment. They found strong positive correlation between strong supportive

climate and bank teller’s organizational commitment.

In a study conducted by Pedro in 1992, cited in Khan (2015) found that the

teachers’ motivation emerged as most powerful predictor of organizational

commitment. Findings also indicated that female teachers tend to have higher

commitment than male teachers. Kumari and Jafri (2011) conducted a study to

measure the level of overall organizational commitment of male and female

secondary school teachers in Aligarh Muslim University, Aligarh. Data was

analyzed by applying Mean, SD and t-test. Results showed that overall percentage of

female school teachers experienced higher level of organizational commitment as

compared to the male teachers. Similar results were found by Zilli and Zahoor

(2012) among male and female higher education teachers. Nagar (2012) conducted a

study to evaluate organizational commitment and job satisfaction among teachers

during times of Burnout for developing and tests a model for Burnout and its

influence on job satisfaction and organizational commitment. Results showed that

with the consideration of job satisfaction and organizational commitment, the mean

score of female teachers was found to be higher than male teachers. He concluded
 49

that greater job satisfaction among teachers also leads to the increased level of

organizational commitment. Misra, Ansari and Khan (2009) conducted the study to

measure the organizational commitment among government and private school

teachers. They reported that the private school teachers showed higher

organizational commitment as compared to the government school teachers.

Gupta and Gehlawat (2013) conducted the study to assess the influence of job

satisfaction, work motivation and type of schools on organizational commitment

among the sample of 480 secondary school teachers in Rohtak Division of Haryana.

The investigators applied Mean scores, SD and t-test for analyzing the collected

data. Findings of the study reported significant effect of type of schools and job

satisfaction on the organizational commitment of the teachers.Private school

teachers significantly differ with Government school teachers and they possessed

higher level of organizational commitment as compared to the Government school.

teachers. Further, there was no significant difference was found in organizational

commitment of private school teachers with high and low level of work motivation

and the government school teachers with high level of work motivation were

reported to be better than their counterparts with respect to their organizational

commitment. Reza, Jafar, Mohammad, Hasan and Shahrookh (2013) however

claimed that by providing suitable or conducive school climate at working place, the

tendency to stay loyal and committed will increase. It is believed that teachers with

high commitment will result in high performance students in all aspects especially in

academic. Therefore, school climate which can affect teachers’ commitment is a

study that should be endeavored. Quite a large number of the research investigations
 50

have been done on organizational commitment among employees working in

different organizational but much has not been done on teacher commitment among

public and private school teachers teaching in various schools in Ebonyi State.

Therefore, it is crucial that the researcher examined the relationship between

different climates and teachers’ job commitment in Ebonyi State secondary schools.

2.1.5 Relationship between School Climates and Teachers’ Job Commitment

Education which includes secondary education is a crucial item to develop

and produce useful human capital to the nation, therefore schools with healthy and

transparent climate will affect teachers’ and students’ behaviours towards achieving

excellence for the school. Scholars have conducted different studies in order to

showcase the relationship between school climate and teachers’ job commitment.

Cohen (2006) stated that there is a great relationship between school climate and

teacher job commitment. School climate according to Cohen affects its success and

previous researchers claimed that an organization climate affects the behaviour of

the organization members. Thus, school climate is said to also affect teachers’

behaviour, attitude and devotion which are all imbedded in their commitment.

Therefore, teachers who are committed towards the teaching and learning process

will affect the school’s performance.Ebrahim and Mohamadkhani (2014) conducted

a study examining the importance of organization climate on teachers’ involvement

in schools and found that teachers’ need conducive organization climate to

encourage them to complete their tasks. At present, teachers are overburdened with

clerical work besides their core business and this has discouraged them. The

education transformation is taking a lot of teachers’ time just to do the clerical work
 51

and this issue, if not addressed, will affect their interest to stay in the education line

or they become less committed in their jobs. If the school climate is transparent and

positive, teachers will feel comfortable doing their jobs with their colleagues; and if

they have leaders who are considerate and give attention to the needs of the

subordinates, teachers will be motivated because they know that they are fully

supported especially when they are going through rough patches (Ebrahim &

Mohamadkhani, 2014).

Hoy, Tarter and Kottkamp (1991) opined that effective teachers need high

organization commitment and that students’ high academic achievements need

dedicated teachers. On the other hand, Abdul (2009) stated that students’ excellent

performance are related to high teachers’ commitment towards the organization

which is caused by the school climate. Smith (2009) observing the relationship

between school climate and teacher job commitment noted that the characteristics of

a school also influence the level of teachers commitment. Teachers receiving

administrative support are more likely to be committed to the school’s goals and

values. Teachers associated with an orderly school have a higher level of

professional commitment. Another characteristic associated with commitment is

classroom autonomy for teachers. Peer support is also a key element in teacher

commitment (Singh & Billingsley cited in Smith, 2009). Teacher job commitment

has also been studied with several variables. Commitment has been studied with

characteristics of the organization (Glisson & Durick cited in Smith, 2009). The

commitment of teachers in various stages of their professional careers has been

looked at. Firestone and Pennell cited in Smith (2009) studied the differential
 52

incentive policies such as merit pay, career ladders, school incentive programmes,

and mentor programmes affect on teacher commitment. Teacher commitment has

been studied with the focus on organizational characteristics. Positive school climate

has become part of the effective rhetoric and is advocated by educational

practitioners and reformers as a specific means for improving teachers’ commitment.

Reza, Jafar, Mohammad, Hasan and Shahrookh (2013) found that there is positive

significant relationship between organizational climate with organizational

commitment among Physical Education teachers who are new to the education and

management training.

Douglas (2010) who found that collaborative leadership, teachers’

professional behaviour and work pressure has relationship with teachers’

commitment. Najeemah (2012) stated that correlation between collaborative

leadership dimension, teachers’ professional behaviour, work pressure and also

institutional transparency were positive with teachers’ commitment. In this regards,

the school climate must be made up of certain compartments in order to impact on

teachers’ job commitment. Hoy, Tarter and Kottkamp (1991) provided some

evidence that organizational climate is related to other important variables such as

student performance and trust, and that there is a lack of study concerning the

relationship between school climate and teacher commitment. Clearly, there is a

need therefore to carry out research that can contribute to an expansion of theory

that explains the relationship between teacher job commitment and climate, hence,

this present study. Along with school climate, teachers’ job commitment is also an

important part of organizational research, with the focus demonstrating the links and
 53

the quality of life in the organization (Smith, 2009). From all the foregoing, shows

that school climate influences teachers’ job commitment. The present study

therefore shows the relationship between an open, controlled, autonomous, paternal,

familiar and closed climates and teachers’ job commitment.

 54

From all the foregoing therefore, the conceptual framework of the

relationship between school climates and teachers job commitment in secondary

schools have been illustrated in the diagram below in order to describe the

dependent and independent variables.

Independent Variable Dependent Variable

RELATIONSHIP BETWEEN
ANY OF THESE SCHOOL PREDICTED AND IMPACTED ON:
CLIMATES:
● Open Climate ▫TEACHERS’ JOB
● Controlled Climate COMMITMENT
●Autonomous Climate i. Affective commitment
● Paternal Climate ii. Continuance commitment
● Familiar Climate iii. Normative commitment
● Closed Climate

FEEDBACK

Figure 2: The Relationship between School Climates and Teachers’ Job

Commitment
Source: Odoh (2019).

The diagram illustrates the relationship between school climates and teachers’

job commitment in public and private secondary schools in Ebonyi State. In the

diagram above, the different school climates which include open climate, controlled

climate, autonomous climate, paternal climate, familiar climate and closed climate

will positively or negatively predict or impact on teachers’ job performance.

However, in the public and private secondary schools, teachers are expected to be

highly committed to the organization, the students’ whom they teach and their

teaching task. The rate at which teachers’ show high or low commitment to their

responsibilities is usually affected either positively or negatively by the different

 55

school climates. Notably, the level of high or low teachers’ job commitment could

be manifested through affective commitment, continuance commitment and

normative commitment.

2.1.6 Public Secondary School (PUSS)

Asecondary school is a school intermediate between elementary or primary

school and tertiary education and usually offering general, technical, vocational, or

college-preparatory courses.According to the Federal Republic of Nigeria (2013,

p.12), a secondary school is the education which a child receives immediately after

primary education. Some secondary schools can provide both lower secondary

education and upper secondary education (that is, junior & senior phases), but these

can also be provided in separate schools as practices in most European countries like

America ( Iwamoto, 2005). One of its objectives among others includes providing

the child with diverse basic knowledge and skills for entrepreneurship and

educational advancement. Zinth (2005) gave several definitions of public secondary

school. For Zinth a public secondary school isa school that derives its support, in

whole or in part, from moneys raised by a general state, county, or district tax.

Public secondary school means a school that is governed by a school board of a

school administrative unit and funded primarily with public funds. It also means a

public secondary educational entity or agency that is established under [the revised

school code], has as its primary mission the teaching and learning of academic and

vocational-technical skills and knowledge, and is operated by a school district, local

act school district, special act school district, intermediate school district, public
 56

school academy corporation, strict discipline academy corporation, urban high

school academy corporation, or by the department or state board.

Public secondary school also includes a laboratory school or other secondary

school that is controlled and operated by a state public university of the state

constitution. Public secondary school means a school operated by publicly elected or

appointed school officials in which the programme and activities are under the

control of these officials and which is supported by public funds.In the present

study, the researcher describes a public secondary school as a school owned and

controlled by the federal or state government.

2.1.7 Private Secondary School (PRSS)

Private secondary as described in the present study by the researcher is a

secondary school usually owned and controlled by the private persons or

organizations such as sole proprietorship, a group of individuals, churches, among

others.Private secondary schoolsaccording to Zaidi (2011) are also known to many

as independent schools, non-governmental, privately funded, or non-state

schools, which are not administered by local, state or national governments. A

private secondary school also refers to as a school run and supported

by private individuals or a corporation rather than by a government or public

agency.Children who attend private schools may be there because they are

dissatisfied with public schools in their area. They may be selected for their

academic prowess, or prowess in other fields, or sometimes their religious

background.
 57

Private secondary schools retain the right to select their students and are

funded in whole or in part by charging their students for tuition, rather than relying

on mandatory taxation through public (government) funding. At some private

schools students may be able to get a scholarship, lowering this tuition fee,

dependent on a student's talents or abilities (e.g. sport scholarship, art scholarship,

academic scholarship), need for financial aid, or tax credit scholarships that might be

available. Some private schools are associated with a particular religion, such

as Judaism, Roman Catholicism, or Lutheranism, among others (Zaidi, 2011).

2.1.8 Differences in Public and Private Secondary Schools Climates and

Teachers’ Job Commitment

Most researchers’ like Hoy and Sabo, Freiberg and Stein, Hoy and Miskel

cited in Rapti (2015) maintain that to have a more effective learning, the

environment and climate of a school be it a public or private school should be

friendly not only between students but also between teachers. They believe that

learning would be more enjoyable and effective if the environment was more

friendly and hospitable than hostile. Based on this point, the public and private

secondary schools have different climates. For some scholars, the leadership detects

the pace and tone of the school which impacts on teachers’ job commitment, while

other scholars explain that level of development of school in terms of the structure,

facilities and so on determines how efficient and committed teachers are. To some

other scholars, they based their arguments on school ownership or type, whether

“public or private owned’. Generally, in as much as schools differ from school to

school, their climates also differ as well. The climate of a school is commonly
 58

measured through self-reported surveys. Teacher-student relationships, student-peer

relationships, order and safety, environmental and school-building characteristics,

parent involvement, support, fairness of rules, and school connectedness all

influence perceptions of school climate and are generally assessed for in self-

reported school climate surveys, and they differ among the school type, from public

to private. However, organizational climate studies place a greater emphasis on

organizational processes and management structures in order to establish the

differences between public and private school climates (Duszka, 2018).

For Dronkers and Robert (2008) public and private schools differ in their

administration and conditions for teaching and learning. Although public schools are

fully dependent on the state for their finances and their administration, private

schools depend more on student fees and private charity and on the state for

additional support. It is not self-evident that private schools have optimal conditions

compared to public schools (example, the student–staff ratio), but differences in

these conditions might influence teacher commitment and scholastic achievement.

There is also a variation in educational administration between public and private

schools (especially in the degree of bureaucratization; Hofman cited in Dronkers &

Robert, 2008), and this can also help explain some of the differences in educational

performance. These differences do not refer to the formal differences in educational

administration but rather to the tendency for stronger informal relations between

board and teachers in private schools, which may partly explain the better

performance of their pupils. Given the possible differences in students, parents,

social composition of the school population, school administration, and conditions

 59

for teaching and learning between public and private schools, different patterns of

behaviour and commitment level from teachers and students in public and private

schools might develop.

These different behavioural patterns or level of commitment will promote

more or less shared beliefs about what students should learn, about the proper norms

of instruction, and about how students and teachers should relate to each other.

These patterns, which form the basis of a school climate, might affect highly or less

influence teachers’ commitment and the effectiveness of teaching and learning

within these schools. These patterns may also affect teacher morale, which can also

influence teaching effectiveness. The researchers therefore, in a study tried to

consider the differences in public and private school climates by considering various

indicators of the behaviour of teachers and students, from the perspectives of both

the students and the principals (Dronkers & Robert, 2008). Supporting Dronkers and

Robert (2008) study, Duszka (2018) also found in a study that there are differences

in public and private school climates which could be attributed to or determined

through perceptions of order and safety, ecology, leadership styles, perceptions’ of

connectedness, teacher quality and overall perceptions of school climate.In

considering the aspect of variables that could impact on teacher commitment, Khan

(2015) noted in a study that organizational commitment of among public and private

school teachers differs. It was reported in Khan study that there was a significant

difference between organizational commitment of public and private school

teachers. Private school teachers were observed to experience more commitment as

compared to the public school teachers. Further the results also showed the
 60

significant difference on each dimensions of organizational commitment except

continuance commitment dimension. Private school teachers showed higher

commitment on overall organizational commitment as well as on the each

dimensions of organizational commitment as compared to the public school

teachers.

These findings are supported by several research studies such as: Misra,

Ansari and Khan (2009) who conducted a study to measure the organizational

commitment among Government and private school teachers. They reported that the

private school teachers showed higher organizational commitment as compared to

the government school teachers. Further, Gupta and Gehlawat (2012) reported that

Private school teachers significantly differ with Government school teachers and

they possessed higher level of organizational commitment as compared to the

Government school teachers. Butucha (2013) revealed that teachers in public

secondary school than private secondary schools perceived higher normative and

continuance professional commitment. This may be due to more job security in

public schools than private schools, and government incentive plans such us

opportunities for free scholarship and other benefits. Another reason could be

attributed to the working and employment conditions. In Ethiopia, many private

schools as observed by Butucha (2013) are run by few teachers with heavy class

loads and extracurricular activities which could be a reason for teachers’ intention to

leave the profession. Still another reason could be that public school teachers’

employment condition from the start is always on permanent basis while some of

private school teachers’ employment is on temporary or contract basis and it appears

 61

that these teachers intend to leave the teaching profession at the end of their terms of

contract. These situations suggest that private schools in Ethiopia need to reconsider

terms of employment of teachers in order to attract and retain committed

professionals (Butucha, 2013).

Thoker (2017) in a study on professional commitment of government and

private school teachers with special reference to their rural urban dichotomy found

that Government and private School teachers differ significantly on various levels of

professional commitment. Private School teachers were found high committed

towards their profession as compared to Government School teachers. Further, it

was found that locality has significant impact on professional commitment of School

teachers, urban School teachers were found more committed as compared to rural

school teachers. The results presented revealed that in case of teachers belonging to

private organizations, 18.25% were found highly committed, 42.25% private school

teachers in above average level, 26.50% in the category of average, 8% in below

average level of commitment and 5% in low level category on professional

commitment. However, in case of Government school teachers, 0.25% are reported

to be highly committed and 13% in the above average level of professional

commitment. 29% Government school teachers are observed in the level of average

commitment, 7.50% in the level of below average commitment. In the same result,

majority (50.25%) of the teachers from the Government schools are seen in the low

level category of commitment towards their profession. The results presented further

gave information about the mean comparison of Government and private school

teachers on various dimensions of professional commitment. While regard to first

 62

dimension of the professional commitment scale (Commitment to Learner), the

mean score in case of private school teachers was found to be 35.54; which is higher

than the mean score of Government teachers (M=28.09). The results may be

attributed to the fact that private teachers make their teaching as a joyful experience

and remain duty bound for creating all round development of their learns.

With regards to the comparison on second dimension (Commitment to

Society) of the professional commitment scale, the mean score of teachers working

in Government schools has been found to be 25.11, whereas the mean score of

private school teachers has been found to be 34.92. The results on third dimension of

the professional commitment scale (Commitment towards Profession), revealed that

private school teachers have higher mean (M=35.54) as compared to Government

school teachers (M=28.09). On the basis of these results, it can be said that private

school teachers are more committed towards their profession as compared to

Government school teachers. A quick glance towards the fourth dimension of

professional commitment scale (Commitment to Attain Excellence) gave

information about the mean comparison of private and Government teachers, the

mean score in case of private school teachers has been found to be higher (M=33.53)

as compared to the mean score of teachers belonging to Government schools

(M=26.31). On the basis of the results it is revealed that private school teachers

consider teaching a profession which requires continuous learning environment.

While looking into the mean comparison of private and Government teachers on

fourth dimension (Commitment to Basic Human Values) of professional

commitment scale, the mean score in case of private school teachers was reported to
 63

be 35.48 which seems to be higher than the mean score of Government school

teachers (M=26.50). While comparing Government and private school teachers on

composite score of profession commitment scale, private school teachers were seen

to have a higher mean score (M= 163.23) in comparison to Government school

teachers (M= 142.07).

In the light of the results reported above, Thoker (2017) study concluded that

there is significant difference between professional commitment of Government and

Private Higher Secondary School teachers. Going by all these studies narrated, it

shows that apart from differences in school climates in public and private schools,

there are also certain variables in the school climates that could impact positively or

negative on teachers’ job commitment. Also, as there are differences in school

climates, there can be differences in teacher job commitment. Therefore, the present

study stands to find out where there is any significant difference in the different

school climates and teacher job commitment in secondary schools in Ebonyi State.

All the above discussions and theoretical studies reviewed have made it possible for

the theoretical framework and some empirical studies to be reviewed under different

subheadings in subsequent sections.In the present study therefore, given the entire

conceptual framework, the theoretical framework on the relationship between the

school climates and teachers’ job commitment in public and private secondary

schools in Ebonyi State have been discussed under the next section.

2.2 Theoretical Framework

The present study was anchored on the foundation of two theories. These

theories are connected to the present study and they include:

 64

a. Ecological Systems Theory by Urie Bronfenbrenner (1986)

b. Two-Factor Theory by Frederick Irving Herzberg (1959)

2.2.1 Ecological Systems Theory by Urie Bronfenbrenner

explains the
different levels and how it can influence teachers as follows:
The individual teacher interacts directly and indirectly
with family, and has relationships with the other teachers,
parents and learners in the microsystem. The interactions at
this level are with the people in your microsystem and this is
influenced by their treatment of you as a teacher. This level is
regarded as having the greatest influence on a teacher or
person.
The mesosystem consists of the interactions between
various elements found in the microsystem of the teacher. The
mesosystem represents the interconnectivity that the teacher
has with the people in the microsystem.
The Ecological Systems Theory which is also referred to as the Bioecological

Theory of Development was propounded by an American Psychologist, Urie

Bronfenbrenner in 1986. This theory applies to the influence that various systems in

a specific context can have on an individual and also all the relationships in these

systems that moulds a specific person to be unique. Bronfenbrenner's ecological

systems theory focuses on the quality and context of the school environment. He

states that as an individual develops, the interaction within these environments

becomes more complex. Just as within the context of this present study, the theory

ecological systems theory focuses on the quality and context of the teacher's

environment (that is, the school). As a teacher develops through his works, the

interaction within these environments becomes more complex. The theory suggests

that human development occurs through the complex, reciprocal interactions that an

individual has with others and the surrounding environment.Urie

 65

Bronfenbrenner's theory was very important in understanding a systematic approach

of human and social development. Bronfenbrenner believed that a person's

development was affected by everything in their surrounding environment.

Bronfenbrenner divided the person's environment into five different levels: the

microsystem, the mesosystem, the exosystem, the macrosystem, and the

chronosystem. The microsystem which is the most influential level of the ecological

systems theory, is the system closest to the person and the one in which they have

direct contact.

The microsystem is defined as the pattern of activities, roles, and

interpersonal relationships experienced by a person in a particular setting with

particular physical and material features and containing other persons with

distinctive characteristics of temperament, personality, and systems of belief. In

other words, this layer forms a set of structures with which a person has direct

contact, and the influences between the person and these structures are bidirectional.

The person influences and is influenced by the microsystem. The microsystem of the

school would include students, parents and family members, administration,

teachers, and the surrounding community. In essence, the teacher interacts directly

with family, and has relationships with the school management, other teachers,

parents and students in the microsystem. The interactions at this level are with the

people in the same microsystem and this is influenced by the treatment they give the

teacher. This level is regarded as having the greatest influence on a teacher.

The mesosystemaccording to Bronfenbrenner comprises the linkages between

microsystems. It consists of the interactions between various elements found in the

 66

microsystem of the teacher. The mesosytem represents the interconnectivitiy that the

teacher has with the people in the microsystem. Just as the direction of influence

between the school and each structure within the microsystem is bi-directional, the

mesosystem involves bidirectional influences between these various structures. An

example of the mesosystem of an individual school can be seen in the interactions

and dynamics between two of its microsystems, students and parents. Parental

expectations regarding the academic and extra-curricular success of their children

can often create a dynamic that directly and indirectly impacts the atmosphere and

climate of the school. Unreasonably high expectations and low tolerance for failure

can create a dynamic between parent and child that is characterized by tension and

fear. This dynamic impacts the school in various direct and indirect ways, including,

for example, student behaviour in the classroom resulting from such expectations,

pressures to ensure their child’s success placed on school personnel by the parent, or

an attempt by school personnel to shield students from such parental pressures by

restricting the amount of information that is communicated regarding student

achievement.

The exosystem represents the larger social system, and encompasses events,

contingencies, decisions, and policies over which the person has no influence. The

exosystem thus exerts a unidirectional influence that directly or indirectly impacts

the developing person. The exosystem of an individual school might be comprised

of such structures as, for example, state regulations, local economics, federal

mandates, and local disasters. Even though the teacher is passive and do not have

direct interaction in the exosystem level, this level still involves the social system
 67

within which the teacher operate even with no decision power. The macrosystem is

considered as the outermost layer in the environment which consists of cultural

values, belief systems, lifestyles, opportunities, customs, laws and resources. The

cultural beliefs however do influence the interaction of the teachers with others in

the system. This system is generally considered to exert a unidirectional influence

upon not only the person but the micro, meso and exosystems as well. The

macrosystem of a school is embodied not only in the cultural, political, social and

economic climate of the local community, but that of the nation as a whole.The

chronosystem level contains lifetime experiences of the teacher and involves events

in the environment or in history or in the life of the individual that changes him or

her.

By applying the ecological systems theory in the present study, it is evident

that ecological factors which represent the different school climates such as open,

controlled, autonomous, paternal, familiar and closed climates, can influence

teachers’ in school and how they interact and relate to their context.This includes

relationships with other fellow citizens, teachers or learners by also major life

changing events. These can influence teachers’ job commitment in school.

Therefore, the school has different levels or interfaces which impacts on teachers’

job commitment. The teacher in the school interacts with the students, the wider

school management and education authorities, and broader environment including

the socio-economic context of the teacher and the influences of the family and peers.

All these influence impacts on teachers’ job commitment.The school systems are

complex, dynamic systems with multidirectional linkages and processes that

 68

interconnect the different layers within the system. As such, in the context of school

climate, individual behaviours are shaped by the school environment, that is the

different climates, in which the individual is embedded. For example, the structure

and condition of the school, the use of specific school practices (e.g., disciplinary),

policies, culture and the interpersonal relationships between students and teachers,

all play a role in impacting on teachers’ job commitment. Reviewing the ecological

systems theory however, shows that the different school climates as regards to open,

controlled, autonomous, paternal, familiar and closed climatescan either positively

or negatively impacton teachers’ job commitment. In regards, the theory has been

adopted for the present study for its focus on different climates. This theory focuses

more on school climates but fails to lay emphasison the aspect of teacher

jobcommitment; this has warrantedthe present study and the adoption of the second

theory.

2.2.2 Two-Factor Theory by Frederick IrvingHerzberg

The Two-Factor Theory which is also referred as the Motivation -Hygiene or

Dual-Factor theory was propounded by Frederick Irving Herzberg in 1959.

Frederick Herzberg was a behavourist scientist who studied some factors that

affected workers commitment. The theory identified two sets of factors that cause

job satisfaction or dissatisfaction. Herzberg called the factors that make workers feel

dissatisfied as the hygiene factorsand called the factors that make workers feel

satisfied, the motivators. Herzberg believed that these two sets of factors act
 69

independently of each other to positively or negatively impact onworkers’ job

commitment. Examples of the motivators which are called the satisfiersor intrinsic

factors or internal work environmentaccording to Herzberg include achievement,

recognition for achievement, the work itself, responsibility and growth or

advancement. Intrinsic factors further include money, healthy competitions, dictates

of other people andopportunities personal enrichment, among others. The motivators

on the other hand, influence how a worker feels while performing a job and are more

closely related to job commitment and performance. Herzberg opined that the

hygiene factors which are the extrinsic factors causing dissatisfaction have to do

with the external work environment. These factors includes compensation,

supervision, company policy and administration, working conditions, fringe

benefits, status, interpersonal relationships, to a reasonable level of pay and job

security.

The hygiene factors only influence a worker's level of dissatisfaction and do

not directly motivate a worker to perform at a high level or get committed to the job.

This extrinsic factor refers to doing something because it leads to a distinct outcome.

The idea is that hygiene factors will not motivate, but if they are not there, they can

lower motivation to work. Motivational factors will not necessarily lower

motivation, but can be responsible for increasing motivation to work. Therefore, to

get the best out of workers commitment or increase their job commitments, they

should be motivated through the motivators and hygiene factors which are all

components of the different school climates. This theory is applicable to the present

study whose focus is on school climates and teachers’ job commitment. The Two-
 70

Factor theory explains that the presence of motivators and hygiene factors will

getworkers’ committed to perform better on the job. In the school, the different

school climates fall under the category of motivating or hygiene factors, whereby the

school operates a paternal or closed or negative climate which is disengaging for

teachers, this can have negative influence on teachers’ job commitment. Whereby

the school climate is positive, welcoming, engaging and friendly, this will positively

influence teachers’ job commitment. This theory therefore has been adopted for the

present study. Hence, the two theories anchored, have formed a strong base for the

present study. They share relationship with the present study on school climates and

teachers’ job commitment which has formed an inspiration for the researcher to use

them in building the foundation of this present study.

2.3 Review of Empirical Studies

Some empirical studies on school climates and teachers’ job commitment in

public and private schools were reviewed in this section. These studies were

reviewed in order to show their similarities and differences with the present study.

An international empirical research was conducted by Wheelock(2005) on

teacher assessment of school climate and its relationship to years of working with an

elementary school administrator.The purpose of this study was to determine if a

relationship existed between teachers’ overall assessment of school climate and the

number of years worked with an elementary school administrator. The study was

guided by twelve research questions. Descriptive survey research design was

adopted for the study.The Organizational Climate Description Questionnaire for

Elementary Schools was distributed to all elementary teachers in the Kearney,

 71

Nebraska School District. Of the 151 surveys distributed, 132 were returned for a

return rate of 87.4%. Data were analyzed using descriptive statistics mean to answer

the research questions, while ANOVA and Pearson were used to test the

hypotheses.Teacher responses on the surveys were tallied based on the composite

school climate score, as well as the scores received for the following dimensions of

climate: supportive behaviour, directive behaviour, restrictive behaviour, and

principal openness. The survey results were grouped by interval years of 1-4 years,

5-10 years, and 11 or more years based upon years worked with an elementary

administrator, as well as total years of teaching experience. Analysis of the data

indicated that there was no significant relationship between teachers’ overall

assessment of school climate and years worked with an elementary administrator,

nor was there a significant relationship between teachers’ overall assessment of

school climate and total years of teaching experience.

Additionally, there was no significant difference in teachers’ overall

assessment of school climate based upon years worked with an elementary

administrator as well as based upon years of teaching experience. A negative

correlation was found between supportive principal behaviour and years worked

with an elementary school administrator. Another negative correlation was found

between principal openness and years worked with an elementary school

administrator. The study concluded that the years of association between a teacher

and an elementary school administrator in the same elementary school have little

relationship to teachers’ perceptions of school climate. Another conclusion based on

this study was that the longer elementary teachers work with an elementary school
 72

administrator, the less supportive they view the administrator’s behavior. A final

conclusion was drawn that the longer elementary teachers work with an elementary

school administrator, the less open they view the principal’s behaviour.

This previous study although similar with the present study in the area of

school climate, but the study investigated only one aspect of school climate, that is,

leadership behaviour. This previous study adopted a different methodology from the

present study. Aspects of previous study methodology in terms of the geographical

area, instrument, method of data collection and analysis is different from the present

study. The previous study also differed from the present study in its contents looking

at other aspects of school climates in relation to principal’s supportive behaviour,

directive behaviour, restrictive behaviour and principal openness. Teacher job

commitment was not captured in this previous study, just like the present study. This

also marks the difference between these two studies. While this previous study

focused on assessment of school climate and its relationship to years of working

with an elementary school administrator, the present study will focus on determining

the relationship between school climates such as open climate, controlled climate,

autonomous climate, paternal climate, familiar climate and closed climate and

teachers’ job commitment in public and private secondary schools in Ebonyi State.

All these are the existing gap which the present study sought to fill.

Another studyby Adeyemi (2006) was on organizational climate and

teachers’ performance in primary schools in Ondo State, Nigeria: an analytical

survey.Seven research questions guided the study. As a descriptive survey was

adopted, the study population embraced all the 1153 primary schools in the State.
 73

Out of this population; a sample of 360 schools was selected through stratified

random sampling technique. The instrument used to collect data was a questionnaire

on organizational climate and teachers’ performance in schools. The data were

analyzed using percentages, t-test, correlation analysis and multiple regression. The

findings revealed that most of the schools run an open climate type of organization.

The level of organizational climate in the schools was however, very low. The level

of the teachers’ job performance was equally low. A significant relationship was

however found between organizational climate and teachers’ job performance.

Based on the findings, it was suggested that head teachers should create a favourable

climate to enhance better job performance among teachers. They should intensify

more regular supervision of teachers and be more sensitive to their needs to enhance

a conducive and enriching school climate. Government too, should provide all the

necessary facilities and resources in schools.

This previous study relates with the present study in the aspect of finding out

the relationship between two variables, that is, school climates and teacher job

performance. Both studies do not share similarities in their research design although

the survey research design was adopted. The previous study adopted the descriptive

survey design while the present study adopted the correlational research design in

the methodology. Other aspects of previous study methodology in terms of the

geographical area, instrument and method of data collection is entirely different

from the present study. The previous study also differed from the present study in its

contents although it shared some similarities with the present study only in the

aspects of the types of school climates. Teacher job commitment was not captured in
 74

this previous study, just like the present study. This also marks the difference

between these two studies. While this previous study focused on the relationship

between school climate and teachers job performance, the present study focuses on

determining the relationship between school climates such as open climate,

controlled climate, autonomous climate, paternal climate, familiar climate and

closed climate and teachers’ job commitment in public and private secondary

schools in Ebonyi State. All these are the existing gap which the present study

sought to fill.

Smith (2009) conducted a study on the relationship between school climate

and teacher commitment. The study focused on elementary schools in North East,

Tuscaloosa, Alabama. The survey design was employed in the study. Thirty-four

elementary schools consisting of 522 teachers took part in the study. The teachers

completed two survey instruments: the Organizational Climate Index (OCI) and the

Organizational Commitment Questionnaire (OCQ). With the school as the unit of

analysis, the OCI outlined and measured four elements related to school climate

(collegial leadership, teacher professionalism, academic press, and institutional

vulnerability). Those four elements were the independent variables used for the

study. The dependent variable was teacher commitment measured by the 15 items of

the OCQ. The socioeconomic status (SES) was a control variable. That variable was

calculated from the percentage of free and reduced lunches at each school.

Descriptive statistics were used in analyzing characteristics of the sample and

respondents. Inferential statistics, especially correlation and multiple regressions

were used to test hypotheses. Cronbach’s Alpha was run on all measures to insure
 75

reliability.Results indicated that teacher commitment is related to school climate.

The study showed that the most significant predictor of teacher commitment was

teacher professionalism. Collegial leadership and academic press were predictors of

teacher professionalism, while SES was a predictor of academic press.

This previous study relates with the present study in the aspect of finding out

the relationship between two variables that is school climates and teacher job

commitment. Both studies share similarities in their research design by adopting the

survey research design in which correlational design is inclusive. Other aspects of

previous study methodology in terms of the geographical area, instrument and

method of data collection is entirely different from the present study. The previous

study also differed from the present study in its contents. The variables school

climate in which this previous study covered was basically in relation to collegial

leadership, teacher professionalism, academic press, and institutional vulnerability,

which makes it different from the present study. While this previous study focused

on the relationship between school climate and teacher job commitment using other

dimensions, the present study focuses on determining the relationship between

school climates such as open climate, controlled climate, autonomous climate,

paternal climate, familiar climate and closed climate and teachers’ job commitment

in public and private secondary schools in Ebonyi State. All these are the existing

gap which the present study sought to fill.

Another related empirical study was conducted in Florida by Kelton (2010)

on a study of the comparison between teacher perceptions of school climate and the

existence of professional learning community dimensions.This research study was

 76

conducted to determine whether teachers’ perceptions of climate within a school had

a significant influence on the dimensions that support a community of professional

learners. Teachers from ten middle schools in one central Florida school district

completed a combined survey design which included questions pertaining to both

climate characteristics and Professional Learning Community (PLC) dimensions.

Foundational theories regarding both learning organizations and organizational

climate were explored. Recent research on the development of professional learning

communities and school climate was also examined. Descriptive and inferential

statistics were performed to investigate each of the three research questions; these

statistics included Spearman rho correlations, multiple regressions, and chi-square

analyses. Findings demonstrated that the null hypotheses were rejected or partially

rejected for each research question.

Significant relationships were found between teachers’ perceptions of school

climate and the dimensions of a PLC. Of the demographic variables, only years of

teaching experience was found to be not significantly related to the school climate

dimensions. The implications of these results validate the importance of building a

climate of supportive principal behaviour and committed and collegial teacher

behaviours, as demonstrated by the significant relationship of these characteristics to

schools exhibiting higher degrees of the dimensions that constitute a PLC.

Educational stakeholders wishing to develop schools into job-embedded

communities of learners with evidence of the five dimensions (shared leadership,

shared vision, collective creativity, peer review and supportive conditions) must

attend to developing the climate behaviors necessary for that to occur. As

 77

demonstrated by the research results, establishing an appropriate school climate that

promotes professional interaction, support, and teacher commitment to students is a

strong place to begin.

This previous study only relates to the present study in the aspect of school

climate, although the variables of school climate were different from those of the

present study. The previous study methodology in terms of the design, instrument,

method data collection and analysis is also different from the present study. Aspect

of teachers’ job commitment was not covered in the study, which makes it different

from the present study.The previous study also differed from the present study in its

contents. The variables of school climate in which this previous study covered were

completely different from the present study. While this previous study focused on

teachers perception on making comparison between school climate and Professional

Learning Community (PLC) dimensions, the present study focuses on determining

the relationship between school climates such as open climate, controlled climate,

autonomous climate, paternal climate, familiar climate and closed climate and

teachers’ job commitment in public and private secondary schools in Ebonyi State.

All these are the existing gap which the present study sought to fill.

A similarresearchstudy was carried out by Yusof (2012) on school climate

and teacher job commitment: a case study of Malaysia. The purpose of this study

was to analyze the relationships, between school climate and teachers’ commitment.

The study investigated the predictability of key dimensions of school climate in

relation to collegial leadership, professional teacher behaviour, achievement press

and institutional vulnerability towards teacher commitment. Six research questions

 78

and null hypotheses formulated guided the study. The survey design was adopted in

the study. The population of this study consisted of teachers from 5 National

Primary Schools [NPS] in the Island of Penang, Malaysia. Quantitative data was

collected using two [Organizational Climate Index (OCI) and Teachers

Organizational Commitment (TOC)] adopted instruments which were modified to

form the Questionnaire for this study and its validity and reliability was established.

Data were analyzed using descriptive statistics of percentages, means and standard

deviation to answer the research questions, while the hypotheses were tested using

the Pearson and Multiple Regression Analysis. The data were analyzed to determine

the overall openness of school climate in selected National primary schools in

Penang, Malaysia and to find out the commitment level of their teachers.

The study found that the level of school climate openness and overall

teachers’ commitment of the selected 5 primary school is high. As for correlation

between school climate dimensions, the result shows that there is a positive

correlation with teachers’ commitment. The regression analysis showed that only

professional teacher behaviour made a significant contribution to teachers’

commitment.

This previous study relates with the present study in the aspect of finding out

the relationship between two variables, that is, school climates and teacher job

commitment. Both studies share similarities in their research design by adopting

thesurvey research design in which correlational design is inclusive. Other aspects of

previous study methodology in terms of the geographical area, instrument and

method of data collection is entirely different from the present study. The previous
 79

study also differed from the present study in its contents. The variables school

climate in which this previous study covered was basically in relation to collegial

leadership, professional teacher behaviour, achievement press and institutional

vulnerability towards teacher commitment, which makes it different from the present

study. While this previous study focused on the relationship between school climate

and teachers job commitment using other dimensions, the present study focuses on

determining the relationship between school climates such as open climate,

controlled climate, autonomous climate, paternal climate, familiar climate and

closed climate and teachers’ job commitment in public and private secondary

schools in Ebonyi State. All these are the existing gap which the present study

sought to fill.

A study was conducted by Okoye (2012) on the influence of school climate

on educational innovations in Nsukka education zone of Enugu State. The study

sought to find out the educational innovations implemented in schools, and how

open and closed school climates influence educational innovations. The design of

the study was ex –post- factor or casual comparative design. The area of study was

Nsukka Education Zone of Enugu State. The population for the study comprised all

the one thousand four hundred and eighty-eight (1,488) teaching staff in the fifty

nine (59) secondary schools in Nsukka Education Zone of Enugu State.Three

hundred seventy five teachers (375) in sixteen (16) secondary schools were used for

the study. The researcher adapted the Organizational Climate Description

Questionnaire (OCDQ) which is referred to in this previous study as the Influence of

School Climate on Educational Innovations Questionnaire (SCIEQ). This enabled

 80

the researcher generate information from the respondents. The instrument was

subjected to face validation by two experts from the Department of Educational

Foundations (Administration and Planning), and one expert in Measurement and

Evaluation. To ensure the reliability of the instrument, the instrument was trial tested

using twenty (20) teachers and five (5) principals in Enugu Education Zone. The

reliability index was computed using Cronbach Alpha statistic. Mean and standard

deviation was used to answer the research questions. The result of the analysis

showed that the school organizational climate influences educational innovations.

The closed school climate has a negative influence while the open school climate

has a positive influence on educational innovations. School administrators should be

trained to be conscious of this so that their leadership style will produce conducive

climate for innovations to thrive.

This previous study relates with the present study in one aspect of finding out

the influence of school climates on educational innovation. Aspect of teacher job

commitment was neglected which shows the difference between this previous study

and the present study. Both studies do not share similarities in their research design.

Aspects of previous study design in terms of the geographical area, sampling

technique, instrument and method of data collection is entirely different from the

present study. The previous study also differed from the present study in its contents.

The variables of school climate in which this previous study covered was basically

in relation to open and closed climate, other four types of school climates like the

controlled, autonomous, paternal and familiar climates were not investigated in this

previous study which makes it different from the present study. While this previous
 81

study focused on the influence of school climate on education innovations using

other dimensions, the present study focuses on determining the relationship between

school climates such as open climate, controlled climate, autonomous climate,

paternal climate, familiar climate and closed climate and teachers’ job commitment

in public and private secondary schools in Ebonyi State. All these are the existing

gap which the present study sought to fill.

Nurharani, Nur and Nur (2013) investigated the impact of organizational

climate on teachers’ job performance in Malaysia. According to these researchers,

teachers’ job performance is the way in which a teacher behaves in the process of

teaching and it is known to be related to teachers’ effectiveness. The main purpose

of this study therefore, was to examine the influence of organizational climate on

teachers’ job performance. Three research questions guided the study. The study

adopted the descriptive-correlational research design. 37 secondary school teachers

in the District of Klang participated in this study. They were selected based on

simple random sampling. Data collected were analyzed using descriptive statistic

and inferential statistic. The findings showed that teachers in a secondary school

were unable to carry out their tasks and the organizational climate in the school was

unhealthy. The study also showed that organizational climate was found to be a

significant factor that could affect teachers’ job performance. In terms of

organizational climate dimensions, one aspect of principal’s leadership behaviour

and teachers’ behaviour: thrust and hindrance were found to be critical factors in

enhancing teachers’ job performance.

 82

This previous study relates with the present study in the aspect of finding out

the relationship between two variables that is organizational climates and teacher job

performance. Both studies share similarities in their research design by adopting the

correlational design. Aspects of previous study design in terms of the geographical

area, sampling technique, instrument and method of data collection is entirely

different from the present study. Aspect of teachers’ job commitment was not

covered by this previous study, which makes it different from the present study. The

previous study also differed from the present study in its contents. The variables of

school climate in which this previous study covered was basically in relation to

disengagement, aloofness, production emphasis, esprit, consideration, thrust,

intimacy and hindrance, and teacher performance, which makes it different from the

present study. While this previous study focused on the relationship between school

climate and teachers job performance using other dimensions, the present study

focuses on determining the relationship between school climates such as open

climate, controlled climate, autonomous climate, paternal climate, familiar climate

and closed climate and teachers’ job commitment in public and private secondary

schools in Ebonyi State. All these are the existing gap which the present study

sought to fill.

Adejumobi and Ojikutu (2013)carried out a study on the relationship between

school climate and teacher job performance among secondary schools in Lagos

State, Nigeria. Specifically, this study investigated variables of availability of

facilities, class size, school policies, leadership style, motivational strategies and

teacher morale and teacher job performance in public and private secondary schools
 83

in Lagos state. Six null hypotheses were formulated for the study. The correlational

survey research design was adopted for the study. This methodology was used

because the study is based on the description of the relationship between school

organizational climate and teacher job performance. The target population of 2060

for the research comprises students and teachers of junior secondary schools in the

six education districts in Lagos State.The sample size of the study was drawn using a

multistage cluster sampling technique which divided Lagos state into six educational

districts and yielded a sample of 1804 students, 238 teachers and 18 principals for

the study. Information was extracted from the respondents using the instruments,

namely: Teacher Job Performance Questionnaire (TJPAQ); and Organizational

Climate Description Questionnaire (OCDQ). A log-linear model was fitted to show

the interaction between the various variables and it shows that teacher job

performance is affected by certain variables. To this end, simple percentages, Chi

square and Pearson statistics were employed to describe the occurrence of the

variables. The findings of the study indicated that there is a significant relationship

between availability of facilities; class size; leadership style; motivational strategies

and teacher morale and teacher job performance in the schools.

This previous study relates with the present study in the aspect of finding out

the relationship between two variables that is school climates and teacher job

performance. Both studies share similarities in their research design by adopting the

correlational research design in the methodology. Other aspects of previous study

methodology in terms of the geographical area, instrument, method of data

collection and analysis is entirely different from the present study. The previous
 84

study also differed from the present study in its contents. The variables school

climate in which this previous study covered was basically on availability of

facilities, class size, leadership style, motivational strategies and teacher morale,

which makes it different from the present study. Teacher job commitment was not

captured in this previous study, just like the present study. This also marks the

difference between these two studies.Theprevious study focused on the relationship

between school climate and teachers job performance,while the present study

focuses on determining the relationshipbetween school climates such as open

climate, controlled climate, autonomous climate, paternal climate, familiar climate

and closed climateand teachers’ job commitment in public and private secondary

schools in Ebonyi State. All these are the existing gap which the present study

sought to fill.

Another study was conducted by Raman, Ling and Khalid (2015) in Malaysia

on the relationship between school climate and teachers’ commitment in an excellent

school of Kubang Pasu District, Kedah, Malaysia. The aim of this study was to

identify the relationship between school climate and teachers’ commitment. Five

research questions were raised and five null hypotheses formulated for the study.

This study focused on five excellent schools in the district of Kubang Pasu, Kedah.

The correlational research design was employed in the study. The total number of

teachers in the five schools was 280 but only 178 teachers were randomly selected to

be the respondents. The respondents were requested to complete two sets of

questionnaires that are Organizational Climate Index (OCI) from Hoy, Tarter and

Kottkamp (1991) to examine school climate while Teachers Organizational

 85

Commitment from Celep (2000) to test teachers commitment. Researchers used

SPSS version 20.0 to analyze the collected data. Descriptive statistics which

included frequency, percentage, mean and standard deviation were used to analyze

data. Researchers found that the Alpha Cronbach for validity is 0.92. To test school

climate with teachers’ commitment, a descriptive and inferential statistics were used.

Data collected was found abnormal (K-S test) so, Spearman Correlation test p < 0.05

was used. Result showed that school climate has relationship with teachers’

commitment. Dimensions such as collaborative leadership, teachers’ professional

behaviour; and working pressure have positive significant relationship with teachers’

commitment whereas institutional transparency dimension has no relationship with

teachers’ commitment. Teachers’ professional behaviour was deemed as the

determinant for teachers’ commitment. The findings of this study contributed to all

types of schools and school administrators, because by understanding school climate

influence, school administrators and teachers will be able to work towards

materializing education excellence at present and for the future.

This previous study relates with the present study in the aspect of checking

the relationship between two variables of school climates and teachers’ job

commitment, just as investigated in the present study. Both studies applied the

correlational research designin their methodology. Other aspects of previous study

methodology in terms of the geographical area, instrument, method of data

collection and analysis is entirely different from the present study. The previous

study also differed from the present study in some of its contents. The variables

school climate in which this previous study covered was equally different from the
 86

present study, which makes it different from the present study. Aspect of teacher job

commitment was also captured in this previous study, just like the present study.

While this previous study focused on other aspects of school climate in relation to

collaborative leadership, teachers’ professional behaviour, work pressure and

institutional transparency, the present study focuses on determining the relationship

between school climates such as open climate, controlled climate, autonomous

climate, paternal climate, familiar climate and closed climate and teachers’ job

commitment in public and private secondary schools in Ebonyi State. All these are

the existing gap which the present study sought to fill.

A similar empirical work was conducted by Lucero (2017) in Philippines on

school climate as it relates to organizational commitment of teachers. This study

aimed to examine teachers’ organizational commitments in terms of parent

relationship, community service and mission and the school’s organizational climate

in terms of administrative support, buffers, teaching help, school influence, and

autonomy. It also aimed to determine the extent of influence of school climate on

teachers’ organizational commitment. The respondents of the study were the 62

school administrators and 313 elementary school teachers. Descriptive-correlational

method was used in the investigation. The data gathered were analyzed using

frequency counts, percentages, weighted mean, standard deviation, ranks, t-test for

independent samples, and multiple regression analysis. All computations were done

using the Statistical Package for Social Sciences (SPSS) software and all tests of

hypotheses were set at 0.05 level of significance. From the data gathered on the

teachers’ organizational commitment, both respondents perceived that in general,

 87

teachers were committed; both respondents perceived that the school climates was

very satisfactory; there was a significant difference between the school

administrators and teachers’ perception on teachers’ organizational commitment. It

was also found that age, educational attainment, teaching experience, school’s

climate are potent factors that significantly influence the organizational commitment

of teachers.

This previous study relates with the present study in the aspect of checking

the relationship between two variables of school climates and teachers’ job

commitment, just as investigated in the present study. Both studies adopted the

correlational research design in their methodology. Other aspects of previous study

methodology in terms of the geographical area, instrument and method of data

collection is entirely different from the present study. The previous study also

differed from the present study in all its contents. The variables of school climate in

which this previous study covered were equally different from the present study,

which makes it different from the present study.

Aspect of teacher job commitment was also captured in this previous study,

just like the present study. While this previous study focused on other aspects of

school climate in terms of administrative support, buffers, teaching help, school

influence, and autonomy, and teachers’ organizational commitments in terms of

parent relationship, community service and mission, the present study focuses on

determining the relationship between school climates such as open climate,

controlled climate, autonomous climate, paternal climate, familiar climate and

closed climate and teachers’ job commitment in public and private secondary
 88

schools in Ebonyi State. All these are the existing gap which the present study

sought to fill.

A study was carried out by Brar (2017) in India on organizational

commitment among teachers in relation to their school organizational climate. Five

research questions were raised and five null hypotheses formulated for the study.

The descriptive survey research design was adopted for the study. The sample of the

study consisted of secondary school 200 teachers of Ludhiana District of the State of

Punjab in India. Organizational Climate scale by Pethe; Chaudhary and Dhar (2001)

and Organizational Commitment Scale (OCS) by Hyde and Roy (2006) were used

for data collection. The reliability and validity of these two instruments were

reported to be significant in this study. For the analysis of data, the descriptive

statistics like mean, standard deviation, correlation and‘t’-test were employed. The

result of this previous study indicated that the organizational climate of schools is

related significantly with teachers' organizational commitment (r=0.39). The

essential conclusion of this study is that a strong correlation exists between the

organizational climate and organizational commitment. Therefore, it is

recommended to create positive and healthy organizational climate to increase

organizational commitment among secondary school teachers.

This previous study relates with the present study in the aspect of

investigating the relationship between two variables of school climates and teacher

commitment, just as investigated in the present study. Both studies is similar in their

research design, while the previous study adopted a descriptive design, the present

study adopted the correlational research design in the methodology. Other aspects of
 89

previous study methodology in terms of the geographical area, instrument and

method of data collection is entirely different from the present study. The method of

analysis is similar with the present study. The previous study also differed from the

present study in its contents. The variables school climate and teacher job

commitment in which this previous study covered are entirely different from the

present study. The major focus of this previous study is on such variables of gender

(male & female), location as regards to rural and urban, government and private

schools, among others and their relationship with teachers’ organizational

commitment. While this previous study focused on the secondary school

organizational climate and teachers organizational commitment using different

variables, the present study focuses on determining the relationship between school

climates such as open climate, controlled climate, autonomous climate, paternal

climate, familiar climate and closed climate and teachers’ job commitment in public

and private secondary schools in Ebonyi State. All these are the existing gap which

the present study sought to fill.

Another related empirical work was conducted by Vedavathi (2017) in India

on a study on secondary school organizational climate and work values of secondary

school heads. Two research questions were raised and two null hypotheses

formulated in order to conduct the study.Survey method was adopted to collect the

data involving descriptive cum comparative research and it was taken up at South

Canara district of Karnataka state in India. The sample considered 220 secondary

school heads of South Canara District at Karnataka State in India by stratified

random sampling technique including government, private aided, private un-aided

 90

and minority schools. The Data was collected by using Work Values scale and

SOCDQ. Data were analyzed using mean, standard deviation to answer the research

questions and ANOVA was used to test the hypotheses.

The study found that there is no significant difference between the work

values of secondary school Heads working in different School climates and found

significant difference in school climates with different types of schools.The study

found that, the work values (and components, cognitive component, material

component, and affective component) of secondary school heads working in

different school climates have no significant differences. School climates of

different type of secondary schools exhibited significant difference between them.

So work value is clearly independent variable and was not affected by the school

climates. Therefore the null Hypothesis in this regard is accepted.Table-1 and table-

2. Climates of different types of secondary schools concluded significant difference

among them so the 2nd Null hypothesis is rejected. Types of management

considered are also likely to be more related to the work values of secondary school

heads and school organizational climate.

This previous study relates with the present study in the aspect of

investigating the different school climates such as open, controlled, autonomous,

among others, just as investigated in the present study. Both studies is different in

their research design, while this previous study adopted a comparative design the

present study adopted the correlational research design in the methodology. Other

aspects of previous study methodology in terms of the geographical area, instrument,

method of data collection and analysis differed from the present study. The previous
 91

study also differed from the present study in its contents. The variables school

climate in which this previous study covered was equally the same as the present

study but its major focus is on school leadership, which is, work values of secondary

school heads, which makes it different from the present study. Aspect of teacher job

commitment was not captured in this previous study, just like the present study. This

also marks the difference between these two studies. While this previous study

focused on the secondary school organizational climate and work values of

secondary school heads, the present study focuses on determining the relationship

between school climates such as open climate, controlled climate, autonomous

climate, paternal climate, familiar climate and closed climate and teachers’ job

commitment in public and private secondary schools in Ebonyi State. All these are

the existing gap which the present study sought to fill.

Further empirical study was conducted by Balyer and Özcan (2017) in

Turkey on organizational climate at primary schools and its influences on teachers’

job satisfaction.Organizational climate has influences on the way members behave

and perceive in an organization. Four research questions and eight null hypotheses

guided the study. This descriptive quantitative study was conducted to discover if

these elements influence teachers’ intrinsic and extrinsic job satisfaction. This study

employed a survey method. The participants comprised of 707 primary school

teachers in 2014-2015 year in Turkey. These participants were from different

provinces. The data were collected through a scale called “Leadership Orientation

Scale (LOS)” developed by Thompson (2005) and adapted into Turkish by Özcan

and Balyer (2013). The scale was comprised of 32 items below four sub-scales as
 92

structural, human resources, political and symbolic frames. Validity and reliability

of the scale was provided with Exploratory Factor Analysis (EFA) and Confirmatory

Factor Analysis (CFA). For EFA, 300 and for CFA 234 teachers participated. The

data were analyzed with SPSS packet programs with percentage, frequency, t-test

and one-way ANOVA analysis. Dual, multi regression analysis was made to

determine how school climate affects teachers’ job satisfaction. Results reveal that

while male teachers perceive school environment more positively, female

participants have higher intrinsic job satisfaction. While younger teachers perceive

all factors more positively, experienced teachers perceive symbolic frame more

positively. Regarding age is concerned, while the teachers who are 41 years old and

over have more intrinsic job satisfaction, the younger ones have more extrinsic job

satisfaction.

This previous study relates with the present study in the aspect of

investigating only school climates, just as investigated in the present study. Both

studies share similarities in their research design. Other aspects of previous study

methodology in terms of the geographical area, instrument, method of data

collection and few aspects of the analysis are different from the present study. The

previous study also differed from the present study in its contents. The variables

school climate in which this previous study covered was equally different from the

present study. This previous study looked at organizational climate from the

dimensions of structural, human resources, political and symbolic frameswith its

major focus on teachers’ job satisfaction, which makes this previous studyentirely

different from the present study. Aspect of teacher job commitment was not captured
 93

in this previous study, just like the present study. This also marks the difference

between these two studies. While this previous study focused on organizational

climate at primary schools and its influences on teachers’ job satisfaction, the

present study focuses on determining the relationship between school climates such

as open climate, controlled climate, autonomous climate, paternal climate, familiar

climate and closed climate and teachers’ job commitment in public and private

secondary schools in Ebonyi State. All these are the existing gap which the present

study sought to fill.

An empirical study was carried out by Njagi (2018) in Kenya on school

climate and organizational citizenship behaviour.This study looked at some

significant variables in Adventist schools in relation to organizational citizenship

behavior (OCB). The study is designed to address the problem, “To what extent does

the school climate relate to the OCB of the teachers?” The study seeks to provide a

better theoretical understanding of OCB in Adventist schools in Kenya. One of the

elements that enhance the performance of an organization is the OCB of its workers.

Although OCB is important, little is known about the factors contributing to

willingness of teachers going an extra mile in their workplace. The study had three

specific objectives and three research questions guided the study. This previous

study is cross-sectional survey design using descriptive and correlational

statistics.The respondents were 170 teachers from Adventist schools in Kenya. The

teachers responded to 2 instruments along with demographic variables. Thesewere

the Organizational Climate Index and Organizational Citizenship Behaviour

Scale.The hypotheses were tested using ANOVA statistics. Results of the study
 94

showed that there is no statistically significant difference in perception of collegial

leadership, achievement press, professional teacher behaviour and institutional

vulnerability between male and female teachers. The results indicated that there was

no significant difference between married and single teachers in order to determine

if there is a difference in perception of teachers’ collegial leadership, achievement

press, professional teacher behaviour, institutional vulnerability when grouped by

marital status. There was no significant difference in perception between age

categories of the respondents and collegial leadership, achievement press and

institutional vulnerability in the school. There is no significant difference of

teachers’ perception on organizational citizenship when grouped by years of

teaching experience of the respondents, among others.This previous study relates

with the present study in the aspect of investigating only school climates, although

the dimensions of school climate is still different from the present study. Both

studies do not share similarities in their research design. While this previous study

adopted the cross-sectional survey design, the present study adopted the

correlational research design.Other aspects of previous study methodology in terms

of the geographical area, instrument, method of data collection and analysis are

different from the present study.

The previous study also differed from the present study in its contents. The

variables school climate in which this previous study covered was equally different

from the present study. This previous study studiedschool climate from the

dimensions of collegial leadership, achievement press, professional teacher

behaviour and institutional vulnerability, which makes this previous study entirely
 95

different from the present study. Aspect of teacher job commitment was not captured

in this previous study, just like the present study. This also marks the difference

between these two studies. While this previous study focused on school climate and

citizenship behaviour, the present study focuses on determining the relationship

between school climates such as open climate, controlled climate, autonomous

climate, paternal climate, familiar climate and closed climate and teachers’ job

commitment in public and private secondary schools in Ebonyi State. All these are

the existing gap which the present study sought to fill.

2.4 Summary of Review of Related Literature

Scholarly related literature in connection with the present study on the

relationship between school climates and teachers’ job commitment in public and

private secondary schools in Ebonyi State, Nigeria, were reviewed in this chapter.

The review has discussed some theoretical studies as they relate to the study and

however, the study was anchored ontwo theorieswhich served as the theoretical

framework and foundation of the study,that is,Ecological Systems Theory by Urie

Bronfenbrenner and Two-Factor Theory by Frederick Irving Herzberg.The literature

reviewed further created an understanding of the study by providing several

definitions on the key concept of School Climate (SC), Teachers Job Commitment

(TJC), Public Secondary School (PUSS) and Private Secondary School (PRSS).

Further reviews were made in this chapter on the types of School Climates,

dimensions of teachers’ job commitment, relationship between school climates and

teachers’ job commitment and differences in public and private secondary schools

climates and teachers’ job commitment. Studies on school climates and teachers’ job
 96

commitment in public and private schools were also reviewed. Empirical studies

were also cited in the chapter to show relationship between school climates and

teachers’ job commitment.

It is evident from most of the studies reviewed that school climateis an

important factor for teacher job commitment although there seems to be

discrepancies or differences in most of these studies reviewed. Variables connected

to school climate that impacted on teachers’ job commitment vary from school type,

that is, from school to school, from public to private. All the empirical studies cited

in this chapter focused on either school climate or teacher commitment. Majority of

these studies were internationally conducted outside the country. Not many studies

have been covered on the aspect of school climate and teacher job commitment in

Nigeria. Also, none of these studies reviewed have specifically done a correlational

study of the relationship between the different school climates such as open climate,

controlled climate, autonomous climate, paternal climate, familiar climate and

closed climate and teacher job commitmentin public and private secondary schools

in Ebonyi State, Nigeria and this is the gap the present study tends to fill. This has

equally created a concern for the present study. Current observations and the true

situation of things in the public and private secondary schools in Ebonyi State of

Nigeria has equally identified that there is a problem associated with general

administration of schools with regard to school climates and teacher job

commitment whose consequences has created negative impact on the quality of

education, instructional service delivery or teaching and learning provided in the

public and private secondary schools in the area. This problem which created a gap
 97

for the present has also continued to affect of the level of teachers commitment in

the public and private secondary schools in the area. However, to find solutions to

the problems affecting teachers’ job commitment looking at the various school

climates in the area of study has necessitated the present study. From the

foregoingexamination ofthe relationship betweendifferent school climate and

teachers’ job commitment it has become necessary for the present study. To enable

the public and private secondary schools meet up with their objectives in Ebonyi

State area, a correlational study of the relationship between school climates and

teachers’ job commitment in public and private secondary schools is warranted,

which appears as a gap to be filled by this present study.

CHAPTER THREE
3.0 METHODOLOGY
The methods used in conducting the present study was discussed in this
chapter. These methods include the research design, area of the study, population of
the study, sample and sampling technique, instrument for data collection, validation
of the instrument, reliability of the instrument, method of data collection and method
of data analysis.
3.1Design of the Study

This study adopted a correlational survey research design. The design was

entail using two research instruments (that is; questionnaires) to gather information

from teachers by conducting a field investigation and draw inferences in order to

determine the relationship between school climate and teachers’ job commitment in

public secondary schools in Ebonyi State.This type of design according to Nworgu

 98

(2015), seeks to establish what relationship exists between two or more variables,

that is, school climates and teachers’ job commitment. Usually such studies indicate

the direction and magnitude of the relationship between the variables and employ

the correlation coefficients or regression analysis for data analysis.

Justification for the choice of this design is that when it comes to studies that

deal with determining relationship existing between two variables, the correctional

research design is the best alternative design to adopt. This design was used because

the study was based on the description of the relationship between school climates

and teachers’ job commitment whose purpose is to ascertain the extent of

relationships between school climate variables of open, controlled, autonomous,

paternal, familiar and closed climates and teachers’ job commitment in public and

private secondary schools in Ebonyi State.Few studies like those of Adejumobi and

Ojikutu (2013), Smith (2009), Nurharani, Nur and Nur (2013) and Yusof (2012)

have adopted this design in order to determine the relationship existing between

variables.

3.2 Area of the Study

The area of study wasEbonyi State which is located at the South-East Geo

Political Zone of Nigeria. Ebonyi State was created in 1st October, 1996 out of Abia

and Enugu States, with her capital located in Abakaliki. The State is known as the

‘Salt of the Nation’, named after its extensive,huge salt deposits located at the

Okposi and Uburu Salt Lakes (Federal Republic of Nigeria, 2015). The State shares

territorial boundaries in the North with Benue State, in the West with Enugu State,

in the East with Cross River State and South with Abia State. Ebonyi State lies
 99

approximately within longitude 7030’ and 80 30’E, with latitude 50 40’ and 60 45’N

(ZODML, 2013).The State is an Igbo speaking area dominated mostly by the

Igbopeople who have a rich cultural heritage expressed in their colourful dances.The

dominant religion is Christianity. About 1% of the inhabitants are Muslims, while

roughly 8% hold other beliefs (UNFPA, 2014).

The State has abundant mineral resources which include lead, lime stone,

zinc, marble and salt. The main crops obtained are cocoa yam, yam, melon. Etc.

Fishing is also carried out in Afikpo and the pottery works of Ishiagu form part of

the rich culture of Ebonyi State. The mineral deposits and the agricultural produce

give Ebonyi State great prospects for tourism and industrial development. Among

the important tourist attractions in the State include the golf course in Abakaliki, the

Ehomu Fishing Lake, the Uburu Salt Lake, or the revered shrines of Ntoma

Akpanwudele of Ikwo(Federal Republic of Nigeria, 2015). Ebonyi State comprises

13 local government areas, with three (3) Education Zones, namely Abakaliki,

Afikpo and Onueke. The residents of Ebonyi State are mostly civil and public

servants, farmers, traders, businessmen and women, clergy men and women and

medical practitioners. The State is populated by educated, professionals, uneducated,

illiterate and semi literate, skilled, semi-skilled and unskilled men and women,

youths and children (Federal Republic of Nigeria, 2015). The education system of

Ebonyi State operates formal, informal and non-formal education systems especially

at the secondary education level. The system ofschools’administration in Ebonyi

State furthermore operatesaspublic and private secondary schools with different

school climates that influence teachers’ job commitment.

 100

3.3 Population of the Study

The population of the study constituted of 10, 360 teachers in the 418 public

secondary schools in the thirteen (13) Local Government Areas (LGAs), within the

three (3) education zones of Ebonyi State. In Ebonyi State, there are 222 public

secondary schools spread across the 3 education zones. The breakdown of the

teachers’ population in the public secondary schools constitutes a total number of

5,298 teachers.Only the teachers in the public secondary schools owned by the

Ebonyi State government was served as population of the present study (Source:

Ebonyi State Secondary Educational Board (SEB), January, 2019).

Justifications for choosing only the State public secondary schools in Ebonyi

State is to enable the researcher have a wider coverage in relation to the scope of

secondary schools in the study. More so, the choice of choosing only the public

secondary schoolsteachers as population of the study is based on the fact that

teachers are one of the important machineries in school administration in Ebonyi

State whose job commitment leads to students’ career success and academic

achievements. Involving teachers directly in the study will enable the researcher

provide appropriate information concerning the different school climatesand their

relationship with teachers’ job commitment in Ebonyi State. Population distribution

of both public and private secondary schools and their teachers in the three (3)

Education Zones and LGAs.

3.4 Sample and Sampling Technique

The sample for this study constituted a total size of 530 teachers drawn from

both the public secondary schools in Ebonyi State. The breakdown of this sample
 101

consists of 530 300 femaleteachers and 230 male teachers in the 111 public

secondary school in Ebonyi State selected for sampling. The sampleswas selected

using the proportionate stratified random sampling technique. To draw the sample,

firstly, the 13 LGAs in Ebonyi State will be chosen using the stratified random

sampling technique. Here, the researcher distributed the LGAs according to the 3

education zones in Ebonyi State. This means stratification.

The next step will be selection of the public secondary schools and the

teachers from the 3 education zones. To select the public secondary schools, they

were stratified and arranged according to the 3 education zones selected for the

study. Using the proportionate stratified random sampling technique, fifty percent

(50%) of the public secondary schools population in each of the 3 education

zoneswas selected randomly. This is to ensure that a great number of the public

secondary schools were selected to ensure greater representation of the respondents

in the sample.

Thirdly, the teachers’ sample wasdrawn at 10%, still using the proportionate

stratified random sampling technique. Selection of the teachers also entail stratifying

them according to the 3 education zones and 10% of teachers in each of the

education zonewas sampled. Since the teachers had a very large population, this

necessitate the choice of 10% in order to enable the researcher have a controllable

sample of the teacher population.The choice of 10% (for a very large number) is also

in line with the recommendation of Nworgu (2015) who stated that 10% to 80% of

any given population is adequate for any research work.Nzeneri (2010) asserted that

in most studies where the population is a large, the researcher has a choice to select a
 102

sizeable sample for the study. Table 2 presented the sample size distribution. See

Appendix D for sample size distribution. This table represented the exact number of

public secondary schools and their teachers drawn for sampling. Also included in the

table were the thirteen LGAs and three education zones selected for the study.

3.5 Instrument for Data Collection

Two questionnaire which were developed by the researcher was used for data

collection from the respondents (that is; teachers). Both questionnaires designed for

only teachers as the respondents, wasconstructed in line with the purpose of the

study and research questions. The first one wastitled “School Climate Questionnaire

(SCQ)” containing60 items. This instrument was used to determine school climates

in Ebonyi State. SCQ has two sections of A and B. Section A contained the personal

data of the respondents and elicited such information as the status of the

respondentsbased on their school type and ownership. Section B of the SCQ was

arranged and organized into 6 clusters. Each cluster in this section provided several

items that answered each research questions. Cluster A contained 10 items which

addressed research question one on open school climate; Cluster B contained 10

items which addressed research question two on controlled school climate; while

Cluster C contained 10 items which addressed research question three on

autonomous school climate; Cluster D which addressed research question four on

paternal school climatecontained10 items; Cluster E contained 10 items which

addressed research question five on familiar school climate; and finally Cluster F

which addressed research question six on closed school climate, contained 10 items.
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The second questionnaire titled “Teacher Commitment Questionnaire (TCQ)”

was designed to gather information from the teachers on their job commitment and
which has 30 items. TCQ have only one section with 30 items which addressed
issues on teachers’ job commitment. The response items in the two questionnaires
were organized on a 4 point scale with response options and numerical values
assigned
to them as follows: (a) Strongly Agree (SA) 4 points, Agree (A) 3 points, Disagree

(D) 2 points, Strongly Disagree (SD) 1 point, for answering research questions 1 to

6. See Appendix B for copies of the two research instruments.

3.6 Validation of the Instrument

Three draft copies of the two questionnaires were submitted to three experts

from the Faculty of Education, Ebonyi State University, Ebonyi State, for validation.

These experts are in the Department of Educational Foundations, Administration and

Planning. The experts were requested to examined the content of the two

instruments in line with the purpose of the study, in terms of their content relevance,

items clarity, design, as well as ascertain if the items were related to the purpose of

the study, research questions and hypotheses. The experts also validated the two

research instruments in terms the sentence construction, double-barrel items, clarity

of words and arrangement of the instrument. The experts offered useful suggestions

which led to the modification of the two questionnaires before the final copies were

shown to the supervisor and produced for distribution.

3.7 Reliability of the Instrument

Reliability of the two research instruments were determined through a trial-

test based on single administration of the instrument on some teachers in Enugu

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State. This method involved administering the test once on a sample of 40 teachers

from public secondary schools in Enugu State. This area was not part of the study

area but Enugu State shares common boundary with Ebonyi State and its features in

terms of the public and private secondary schools structure are alike. The data

collected with these two questionnaires were collated and analyzed using the

Cronbach Alpha statistical method in order to determine the two instruments

coefficient of internal consistency. For each of the six clusters in the SCQ

instrument, internal consistency and reliability coefficient ‘r’ value of 0.61 for open

school climate, 0.68 for controlled school climate, 0.58 for autonomous school

climate, 0.83 for paternal school climate, 0.57 for familiar school climateand 0.81

for closed school climate, were obtained. This gave an overall internal consistency

and reliability coefficient ‘r’ value of 0.86 for the SCQ.

For the second instrument - TCQ with only 30 items on teachers’ job

commitment, an internal consistency and reliability coefficient ‘r’ value of 0.78 was

obtained. The results indicated the internal consistency of the two instruments,

which is considered satisfactory for the study. In this case, the overall results of 0.88

and 0.88 obtained for the two questionnaires after analyzing the scores using the

Cronbach Alpha method indicated that the instruments were fit to collect the

necessary data from the respondents based on determining the relationship between

school climate and teachers’ job commitment in public and private secondary

schools in Ebonyi State. The reason for analyzing data collected with the

questionnaire using the Cronbach Alpha method is because the items were organized

in clusters and each response attracts a score. Nworgu (2015) asserted that this
 105

method is applicable to instruments which are arranged in clusters and scored on

multiple bases where every answer or response attracts a score. The reliability of the

two questionnaires showed that the instruments were reliable because each of the

scores obtained from the instrument were above 0.50 as indicated by Nworgu (2015)

that any score above 0.50 obtained after a reliability test shows that such instrument

is reliable.

3.8 Method of Data Collection

Before the administration of the questionnaires, the researcherfirst seeks

permission from the principals of the public secondary schools ahead of time before

communicating to the teachers. The printed copies of the questionnaires were

administered to the respondents through a personal, direct hand-delivery process and

on a face- to-face contact with the researcher and research assistants. This method

was adopted by the researcher in distributing copies of the questionnaire with the

help of 3 research assistants in order to ensure maximum recovery of the copies of

the questionnaire administered. These research assistants were persons familiar with

the terrain and chosen from each of the three (3) education zones in Ebonyi State.

The research assistants also received briefings and instructions on how to

administered the questionnaire to the respondents. The briefings entail explaining

properly to them the contents of the instrument and what the intentions of the study

were. Both the researcher and research assistants waited for the respondents that was

able to complete theirquestionnaires and collect them immediately on the spot in

order to obtain the highest possible rate of return. Incases where it will not be

possible to collect the questionnaires immediately on the spot, hence the researcher
 106

and the assistants have to go back the next day to collect the copies of the

questionnaire from the respondents.

3.9 Method of Data Analysis

In answering the research questions, data collected from the

respondentswereanalyzed in SPSS (Statistical Software Package for Social Sciences)

using Pearson Product Moment correlation method. The decision rule wasthat any

coefficient between 0.50 to 0.70 was described as a moderate positive correlation

and coefficients between 0.8 and above wasdescribed as a high positive correlation

whereas, coefficients below 0.50 was described as low positive correlation. On the

other hand, where the scores are 0 and below, was described as negative correlation,

no relationship had existed. The formulated null hypotheses was tested at 0.05 level

of significance using t-test for correlation significance. The decision rule was that

whenever the t-critical table value of 1.960 is less than t-calculated value at .05

alpha level, then the null hypothesis – H 0 was rejected, thus, and alternative

hypotheses - Ha will not be rejected. There was an attachment in the Appendix in

order to check for data analysis on the research question and hypotheses.
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CHAPTER FOUR

RESULTS

The chapter presents the results of data analysis based on the six

research questions and six null hypotheses that guided this research study.

Results are presented in tables according to the various research questions and

hypotheses.

4.1.1 Research Questions 1:

What is the relationship between open school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

Data collected on the teachers on open school climate (X) were correlated

with the data on job commitment (Y) of the same teachers using a linear

model. Summary of data analysis is presented on Table1.

Table 1:Relationship between open school climate and teachers’ job

commitment in secondary schools in Ebonyi State
C o m p u t e d r r . s q u a r e Adjusted r square S t d E r r o r
0 . 5 3 7 2 0 . 2 8 8 5 9 0 . 2 8 7 1 5 6 . 1 6 8 3 4

The summary of data analysis presented on Table 1 reveals that the

computed r is 0.5372 implying strong relationship between over open school

climate and teacher jobcommitment in secondary school in Ebonyi State. As

shown in the table, the coefficient of determination (r2) is 0.28858 implying

that approximately 29% of job commitment of the teachers could be attributed

to open school climate operative in the school system.

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4.1.2. Research Question 2:

What is the relationship between controlled school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

Data collected on the teachers on controlled school climate (X)were correlated

with the data on teachers job commitment (Y) of the same teachers using a

linear model. Summary of data analysis is presented on Table2.

Table 2: The relationship between controlled school climate and teachers’

job commitment in secondary schools in Ebonyi State.
C o m p u t e d r r . s q u a r e Adjusted r square S t d E r r o r
0 . 6 3 8 1 0 . 3 8 8 5 0 0 . 3 8 7 1 1 6 . 2 6 8 3 1

The summary of data analysis presented on Table 2 reveals that the

computed r is 0.6381 implying strong relationship between teachers controlled

school climate and teacher job commitment in secondary school in Ebonyi

State. As shown in the table, the coefficient of determination (r 2) is 0.38850

implying that approximately 39% of teachers job commitment could be

attributed to their levels of controlled school climate existing in their school.

4.1.3. Research Question 3:

What is the relationship between autonomous school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

Data collected from teachers on autonomous school climate (X) were

correlated with the data on teachers’ job commitment (Y) on the same teachers

using a linear model. Revealed of data analysis is presented on Table 3.

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Table 3: The relationship between autonomous school climate and teachers’

job commitment in secondary schools in Ebonyi State.

C o m p u t e d r r . S q u a r e Adjusted r. Square S t d E r r o r
0 . 5 9 5 1 0 . 3 5 4 1 0 0 . 3 5 2 8 0 5 . 5 7 7 4 6

Summary of the data analysis also presented on Table 3 shows that the

index of strong relationship exist within autonomous school climate and job

commitment of the teachers which is 0.5951. This indicates a positive

relationship between autonomousclimate and job commitmentof teachers in

secondary school in Ebonyi State. The Table also indicates that the coefficient

of determination (r2) is 0.35414 implying that approximately 35% of the

teachers job commitment could be attributed to autonomous school climate

existing in the school.

4.1.4 Research Question 4:

What is the relationship between paternal school climate and teachers’ job

commitment in public secondary schools in Ebonyi State?

Data collected from the teachers on paternal school climate (X1) was

correlated with the data on the job commitment (Y) of the same teachers also

using a linear model.

Table 4: Relationship between paternal school climate and teachers’ job

commitment in public secondary schools in Ebonyi State.
C o m p u t e d r r . S q u a r e Adjusted r. Square Standard erro r
0 . 6 0 9 1 5 0 . 3 7 1 0 6 0 . 3 6 8 5 1 5 . 8 0 5 6 6
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Analysis presented on Table 4 shows that the computed r is 0,60915 implying

a high positive relationship that exist between paternal school climateoperative

system in the school and teachers job commitment of secondary school in

Ebonyi State. Table 4 also reveals that the coefficient of determination (r 2) is

0.37106 implying that 37% of job commitment of teachers could be attributed

to paternal school climate in secondary schools in Ebonyi State.

4.1.5. Research Question 5:

What is the relationship between familiar school climate and teachers’ job

commitment among secondary schools in Ebonyi State?

Data collected from teachers on familiar school climate (X) were correlated

with the data on job commitment (Y) on the same teachers using a linear

model. Revealed of data analysis is presented on Table 5.

Table 5: The relationship between familiar school climate and teachers’

job commitment in secondary schools in Ebonyi State.
C o m p u t e d r r . S q u a r e Adjusted r. Square S t d E r r o r
0 . 6 9 3 0 0 . 3 7 4 1 0 0 . 3 7 2 8 0 5 . 5 7 7 4 6
Summary of the data analysis also presented on Table 5 shows that the

index of strong relationship existing between familiar school climate and job

commitment of the teachers is 0.6930. It also indicates a positive relationship

between familiar school climateand teachers job commitment in secondary

school in Ebonyi State. The Table also indicates that the coefficient of

determination (r2) is 0.37410implying that approximately 37% of the teachers

job commitment could be attributed to familiar school climate.

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4.1.6. Research Question 6:

What is the relationship between closed school climate and teachers’ job

commitment in secondary schools in Ebonyi State?

Data collected from teachers on closed school climate (X) were correlated

with the data on job commitment (Y) on the same teachers using a linear

model. Revealed of data analysis is presented on Table 6.

Table 6: The relationship between closed school climate and teachers’ job
commitment in secondary schools in Ebonyi State
C o m p u t e d r r . S q u a r e Adjusted r. Square S t d E r r o r
0 . 6 9 5 3 0 . 3 6 4 1 4 0 . 3 5 0 8 1 5 . 6 7 7 4 1

Summary of the data analysis also presented on Table 6 shows that the index

of strong relationship within teachers closed school climate and job

commitment of the teachers is 0.6953. It also indicates a positive relationship

between closed climate and teachers job commitment in secondary school in

Ebonyi State. The Table also indicates that the coefficient of determination (r 2)

is 0.36414 implying that approximately 36% of the teachers job commitment

could be attributed to the closed school climate.

4.2Hypotheses

4.2.1 HO1: There is no significant relationship between open school climate

and teachers’ job commitment in public secondary schools in Ebonyi

State.
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The index of relationship obtained for open school climate (X) and job

commitment (Y) was subjected to a test of significance at 95%

confidence level using t.test of significance of r. summary of data

analysis is presented on Table 7.

Table. 7: Test of Significant of Relationship open school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.
Computed r r. Square Adjusted r. Square Std Error B e t a t Sig. of t
0 . 5 3 7 2 0 0 . 2 8 8 5 9 0 . 2 8 7 1 5 6 . 1 6 8 3 4 0.726034 14.170 0 . 0 0 0 0

Result of data analysis summarized on Table 7 shows that the index of

relationship between the two variables is 0.53720. As shown on the table, t.

test of significance of r is 14.170 at 0.05 an alpha level. The Table further

reveals that, significance of t, (probability value) is 0.000. Since the level of

significance (0.05), was greater than the significant of t. value (0.000) the

researcher rejects the null hypothesis and concludes that there is a significant

relationship between open school climate and teachers’ job commitment in

public secondary schools in Ebonyi State.

4.2.2 HO2: There is no significant relationship between controlled school

climate and teachers’ job commitment in public secondary schools in

Ebonyi State.The index of relationship obtained for controlled school (X)

and job commitment (Y) was subjected to test of significance at 95% level

using the t.test of significance of r. Data analysis is presented on Table 8.

 113

Table: 8. Test of Significance of Relationship between controlled school

climate and teachers’ job commitment in public secondary schools in
Ebonyi State.
Computed. R r. Square Adjusted r. Square Std Error B e t a t Sig. of t
0 . 6 3 8 1 0.38850 0 . 3 8 7 1 1 6.26831 0.708030 16.473 0 . 0 0 0

As shown on Table 8, the alpha level (0.05) is greater than the computed

significance of t (t. probability) value of 0.0000. Standing on the decision rule,

the researcher rejects the null hypothesis and concludes that there is significant

relationship between controlled school climate and teachers’ job commitment

in public secondary schools in Ebonyi State.

4.2.3 HO3: There is no significant relationship between autonomous school

climate and teachers’ job commitment in public secondary schools in

Ebonyi State. Data collected from the teachers on autonomous school

climate (X) with job commitment (Y) as the dependent variable was

subjected to test of significance at 95% level using the t.test of

significance of r. Summary of data analysis is presented on Table 9.

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Table 9: Test of Significance of Relationship between autonomous school

climate and teachers’ job commitment in public secondary schools in
Ebonyi State.
Computed r. r. Square Adjusted r. Square Std Error t Sig. of t
0 . 5 9 5 1 0 . 3 5 4 1 0 0 . 3 5 2 8 0 5 . 8 0 5 6 6 5.80566 0 . 0 0 0

Table 9 also reveals that (0.05) alpha level is greater than the computer

t-probability level of 0.000. According decision rule, researcher therefore

rejects the null hypothesis and concludes that There is significant relationship

between autonomous school climate and teachers’ job commitment in public

secondary schools in Ebonyi State.

4.2.4. HO4:There is no significant relationship between paternal school

climate and teachers’ job commitment in public and private secondary schools

in Ebonyi State.

The index of relationship obtained for paternal school climate (X) and job

commitment (Y) was subjected to a test of significance at 95% confidence

level using t.test of significance of r. summary of data analysis is presented on

Table 10.

Table 10: Test of Significance of Relationship between paternalschool

climate and teachers’ job commitment in public secondary schools in
Ebonyi State.
Computed r. r. Square Adjusted r. Square Std Error t Sig. of t
0 . 6 0 9 1 5 0 . 3 7 1 0 6 0 . 3 6 8 5 1 5 . 8 0 5 6 6 5.80566 0 . 0 0 0

Table 10 also reveals that (0.05) alpha level is greater than the computer

t-probability level of 0.000. According decision rule, researcher therefore

rejects the null hypothesis and concludes that there is significant relationship
 115

between paternal school climate and teachers’ job commitment in public

secondary schools in Ebonyi State.

4.2.5HO5:There is no significant relationship between familiar school climate

and teachers’ job commitment in public secondary schools in Ebonyi State.

The index of relationship obtained for familiar school climate (X) and job

commitments (Y) was subjected to a test of significance at 95% confidence

level using t.test of significance of r. summary of data analysis is presented on

Table 11.

Table 11: Test of Significance of Relationship between familiarschool

climate and teachers’ job commitment in public secondary schools in
Ebonyi State
Computed r. r. Square Adjusted r. Square Std Error t Sig. of t
0 . 6 9 3 0 0 . 3 7 4 1 0 0 . 3 7 2 8 0 5 . 5 7 7 4 6 5.80566 0 . 0 0 0

As shown on Table 11, the alpha level (0.05) is greater than the

computed significance of t (t. probability) value of 0.0000. Standing on the

decision rule, the researcher rejects the null hypothesis and concludes that

there is significant relationship between familiar school climate and teachers’

job commitment in public secondary schools in Ebonyi State.

4.2.6 HO6:There is no significant relationship between closed school climate

and teachers’ job commitment in public secondary schools in Ebonyi State.

The index of relationship obtained for closed school climate (X) and job

commitment (Y) was subjected to a test of significance at 95% confidence

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level using t.test of significance of r. summary of data analysis is presented on

Table 12.

Table: 12. Test of Significance of Relationship between closedschool

climate and teachers’ job commitment in public secondary schools in
Ebonyi State.
Computed. R r. Square Adjusted r. Square Std Error B e t a t Sig. of t
0 . 6 9 5 3 0.36414 0 . 3 5 0 8 1 5.67741 0.708030 16.473 0 . 0 0 0

As shown on Table 12, the alpha level (0.05) is greater than the computed

significance of t (t. probability) value of 0.0000. Standing on the decision rule,

the researcher rejects the null hypothesis and concludes that there is significant

relationship between school closed climate and teachers’ job commitment in

public secondary schools in Ebonyi State.

4.4 Summary of Findings

The results of data analysis as presented above revealed the following

findings:

1. There was apositive relationship between open school climate and

teachers’ job commitment in secondary schools in Ebonyi State

2. There was apositive relationship between controlled school climate and

teachers’ job commitment in secondary schools in Ebonyi State

3. There was apositive relationship between autonomous school climate

and teachers’ job commitment in secondary schools in Ebonyi State

 117

4. There was apositive relationship between paternal school climate and

teachers’ job commitment in public and private secondary schools in

Ebonyi State

5. There was apositive relationship between familiar school climate and

teachers’ job commitment in secondary schools in Ebonyi State

6. There was apositive relationship between closed school climate and

teachers’ job commitment in secondary schools in Ebonyi State

7. There wasa significant relationship between open school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

8. There wasa significant relationship between controlled school climate

and teachers’ job commitment in public secondary schools in Ebonyi

State.

9. There wasa significant relationship between autonomous school climate

and teachers’ job commitment in public secondary schools in Ebonyi

State.

10.There wasa significant relationship between paternal school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

11.There wasa significant relationship between familiar school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.

 118

12.There wasa significant relationship between closed school climate and

teachers’ job commitment in public and private secondary schools in

Ebonyi State.
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CHAPTER FIVE

DISCUSSION

Under this chapter, the discussions of findings were basically on the

sixresearch questions and six null hypotheses that guided the study. The

findings were discussed under the following sub-leadings.

 relationship between open school climate and teachers’ job commitment

in secondary schools in Ebonyi State.

 relationship between controlled school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

 relationship between autonomous school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

 relationship between paternal school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

 relationship between familiar school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

 relationship between closed school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

5.1 Relationship between open school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

The result of analysis of question one on table 1 shows that; there is

positive relationship between teachers responses on open school climate and

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job commitment based on the computed of 0.5372 in line with the co-efficient

of determination (r2) which 0.2885 & implying that, approximately 29% of

teachers career satisfaction attributed the to their levels of intrinsic motivation.

Also hypothesis 1 on table 7 concluded that there was significant relationship

between teacher open school climate and their career commitment in

secondary school of Ebonyi state, since the t. test of significance of r was

14.176 at an alpha level of 0.05 and significance of t (probability value) was

0.000. It was indicated that the level significance (0.05) is greater than the

significant of t. value (0.00). So, the study concluded that there is significant

relationship between teachers view of open school climate and their job

commitment in secondary schools.

The above finding in line with some works of other scholars like Egene (2010)

who ascertain that open school organizational climate are characterized by the

type of environmental factors prevailing in the areas. Furthermore,

Peretomode (1991) added that, open organizational climate is one of the best

organizational climate types that aid in enhancing school system. This climatic

type gives room for easy communication and the staff and the school

administrator while Rapti (2015) argues that the open climate reflects upon the

supportive, welcoming and positive role of the principal (manager) towards

teachers’ ideas as well as his attachment and devotion to work. He supports staff

members; the staff members are given their free way in undertaking tasks in the best

way possible they can manage; the leader is particularly careful so as not to allow
 121

the daily tasks to interfere with the responsibilities of teachers. In an open school

climate teachers are portrayed as being tolerant, helpful and to be revered in the

profession. Teachers here in this climate are attentive to and ready to provide for the

needs of students by working hard in order for the children to succeed in their

pursuits; teachers turn out to be reaching out, help each other at the professional

level, including the personal one too. An open climate is therefore breeds a healthy

climate in which teachers enjoys full support of the top management of the school.

The more open the school climate, the more dedicated, loyal and pleased the

teachers will be in such a climate. The more open the school climate, the more

productive students will be in their school performance. There is a broad consensus

across the body of literature on school climate which emphasizes that the open

school climate pretty much favours the promotion of positive outcomes in students’

academic performance by contributing in turn to a good mental and spiritual health

as well as to job satisfaction of teachers and principals.

5.2 Relationship between controlled school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

The result of analysis of question one on table 2 shows that; there is

positive relationship between controlled school climate and job commitment

based on the computed of 0.6381 in line with the co-efficient of determination

(r2) which 0.3880& implying that, approximately 39% of teachers career

commitment attributed the to their levels of operative controlled school

climate in the system. Also hypothesis 2 on table 8 concluded that there was
 122

significant relationship between school controlled climate and teachers

commitment in secondary schools in Ebonyi State’, since the t. test of

significance of r was 14.176 at an alpha level of 0.05 and significance of t

(probability value) was 0.000. It was indicated that the level significance

(0.05) is greater than the significant of t. value (0.00). So, the study concluded

that there is significant relationship between school controlled climate and

their job commitment in secondary schools.

The above finding in line with Ikediegwu (2008) asserted that, an atmosphere

that is not free, does not allow individuals to give room for their opinions,

leads to rigid, static in achievements and in accomplishment of duties and in a

large extent lead to low productivity.In controlled School Climate the

principal is described as dominant, authoritative and allows little or no

consultation on matters of the school. Rapti (2015) asserted that teachers appear

to be entirely devoted to their work and spend considerable chunks of time on

fulfilling them. Hence, in most cases there is little time available to allow for

interaction between each other. Students are also heavily engaged with the tasks and

are given little time to give over to the extracurricular activities. Rapti (2015) the

principals usually keeps his distance from the teachers, students and parents in order

to avoid any degree of familiarity. Okoye (2012) opined that in a controlled school

climate the principal in this type of school is more interested in the achievement of

school goals than satisfying the individual or social needs. Rules and regulations and

formality are strictly enforced. Relationship among individuals is impersonal. Such

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school is highly task oriented and controlled. Teachers work and are committed to

their job.

5.3Relationship between autonomous school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

Findings from result of analysis of research question three as shown on

table 3 revealed that there was positive relationship between school

autonomous climate and job commitment of secondary school teachers in

Ebonyi state. The finding anchored on the computed of 0.5951 and co-

efficient of determination (r2) of 0.35410 implying approximately 35% an

indication that job commitment of the teachers is attributed to their existing

autonomous climate in the school. Also, hypothesis 3 on table 9 shows that

there is a significant relationship between autonomous school climate and

teachers’ job commitment in public secondary schools in Ebonyi State.as the

alpha level (0.05) is t (probability) value of 0.000. In all indication, it was

revealed that there was a strong positive relationship between school

autonomousclimate and teacher’s job commtiment in secondary schools.

This findings on autonomousand job commitment of teachers agree

with Hernandez (2004), added that, autonomous school climate is a necessary

link between organizational structure, teacher attitudes to their work and

student achievement. He further stated that it has an important influence on the

way in which teachers perform their duties and obligations. Through this
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organizational climate type, teachers used much of grapevine and slang in

communicating among themselves. Okoye (2012) describing the autonomous

school climate pointed out that the principal in this type of climate is stereotyped,

and therefore more interested in the satisfaction of the needs and disposition of staff

and students than in the pursuit of the school goals.There is a close relationship

between the managers, teachers, students and parents. Influential groups in the

school manipulate courses of action more than the school principal, while spirit and

intimacy are relatively high with low disengagement or hindrance. Teachers seem to

be very free to conduct their work and fulfill their personal needs.

5.4 Relationship between paternal school climate and teachers’ job

commitment in secondary schools in Ebonyi State.

Result of the analysis of research question four as shown on table 4

revealed that there is a positive relationship between paternal school climate

and job commitment of secondary school teachers.

Findings anchored on computed r of 0.60915 and co-efficient of determination

(r2) of 0.37106 implying that approximately 37% indication that job

commitment of the teachers is attributed to their existing paternal school

climate. Also, hypothesis 4 on table 10 concludes that there wasa significant

relationship between paternal school climate and teachers’ job commitment in

public secondary schools in Ebonyi State.

However, the findings are in line with, Okoye (2012) added that in a paternal

school climate, the principal insists on initiating all leadership acts in the school
 125

himself and makes concerted efforts to discourage the emergence of leadership

initiatives from his teachers. Teachers do not work co-operatively as such attempts

are viewed with suspicion and threatened with sanction. The principal works

leadership functions while Rapti (2015) described paternal school climate as a type

of atmosphere in which the school principal is a hard-working person, but he falls

short of having any effect on the staff; to them the label ‘hard-working” is not such a

familiar word. There is a degree of approachability between the leaders and teachers,

but expectations of teachers tend to be quite impractical. The school principal is full

of life and lively, but his management style tends to lean on the autocratic side. As a

result, the majority of the teachers, students and parents prefer to keep their cautious

distance from the leader.

4.5 Relationship between familiar school climate and teachers’ job commitment

in secondary schools in Ebonyi State.

Result of the analysis of research question five as shown on table five revealed

that there is a positive relationship between familiar school climate and

teachers’ job commitment in secondary schools in Ebonyi State.Findings

anchored on computed r of 0.6930 and co-efficient of determination (r 2) of

0.37410 implying that approximately 37% indication that job commitment of

the teachers is attributed to their familiar school climate. Also, hypothesis 5 on

table 11 concludes that there wasa significant relationship between paternal

school climate and teachers’ job commitment in public secondary schools in

Ebonyi State.
 126

Okoye (2012) stated that the familiar climate type is characterized by high

consideration of the need and interests of individuals in the schools with little

emphasis on production. The relationship between the principal, students and

teachers is cordial while little is done to enforce rules and regulations. Here,

interactions are rather informal with high intimacy which sustains negative

familiarity that breeds contempt. Rapti (2015) observed that the principal is pretty

much interested in maintaining a social atmosphere that favours the fulfillment of

any particular task.

5.6 Relationship between closed school climate and teachers’ job commitment

in secondary schools in Ebonyi State.

Result of the analysis of research question six as shown on table six revealed

that there is a positive relationship between closed school climate and

teachers’ job commitment in secondary schools in Ebonyi State.

Findings anchored on computed r of 0.6953 and co-efficient of determination

(r2) of 0.36414 implying that approximately 36% indicate that job commitment

of the teachers is attributed to existing closed school climate. Also, hypothesis

6 on table 12 concludes that there wasa significant relationship between

paternal school climate and teachers’ job commitment in public secondary

schools in Ebonyi State.

However, the findings agreed with Omemu (2018) that, a closed school climate

which portrays negative school climate on the other hand is tied to multiple negative

outcomes for students and has been shown to exacerbate harmful behaviour and
 127

diminish achievement. The school has such features where the head is domineering,

authoritative and totally in charge of all activities. In the school, it is characterized

by non-cordial interaction between the participants of the school such as teachers

and non-academic staff including the principals. To Rapti (2015) closed climate is

primarily concerned with the lack of commitment and productivity. There is hardly

any commitment particularly on the part of both the principal and teachers. There is

hardly any emphasis on fulfillment of duties; while the director is engaged in routine

activities or trivial matters or in an unnecessary paperwork that teachers respond to

with a minimum degree. The school principal tends to be stern and wielding in

control. There is a lack of respect on the part of the principals. In addition to this,

teachers do show a lack of respect towards the school authority (management),

towards each other or even to the students. Teachers are intolerant and divided;

hence a social pressure takes hold at such school. The principal’s misguided tactics

are met not only with frustration and apathy, but also with a general suspicion and

lack of respect among teachers for each other as either friends or professionals (low

intimacy and non-collegial relations). Closed climates have a faculty that is divisive,

intolerant, apathetic and uncommitted. Pretorius and Villiers (2009) stated that the

principal in a closed school climate simply appears to go through the motions,

stressing routine trivia and unnecessary busywork (high restrictiveness). The

principal’s ineffective leadership is seen as controlling and rigid (high directiveness)

as well as unsympathetic, unconcerned, and unresponsive (low supportiveness).

Closed climates have principals who are non-supportive, inflexible, interfering and

controlling, this inturn to have effect on teachers job commitment.

128
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CHAPTER SIX

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations

of the study. Also presented are the limitations of the study and suggestions

for further studies.

6.1 Summary

The research was conducted to ascertain the relationship between

School Climates and Teachers Job Commitment in Public Secondary Schools

in Ebonyi State. In order to accomplish this objective, six specific purposes of

the study corresponding with research questions were posed. Literature

pertinent to the study were reviewed under three subheadings, namely:

Conceptual Framework, Theoretical Framework and Review of Empirical

Studies. while correlational design was utilized for the study. The sample of

the study comprised 440 secondary school teachers in the area under survey.

The instrument used for data collection was school climate assessment scale

and job commitment assessment scale was developed by the researcher. The

instrument was validated by three experts, two experts from the Department of

Educational Foundations and one expert from Measure and Evaluation option

of Science Education Department both in Ebonyi State University Abakaliki.

The internal consistency of the instrument was computed using crobanch

Alpha. Out of 530 copies of the questionnaire distributed, 440 copies, return
 130

rate, were properly completed and returned. Findings were made in line with

the recommendations and suggestions for further studies.

6.2 Conclusion

In subscription, the study focused mainly relationship between school

climate and job commitment in secondary school. Based on the results and

discussions of the study the following conclusions were made:

1. There was apositive relationship between open school climate and

teachers’ job commitment in secondary schools in Ebonyi State

2. There was apositive relationship between controlled school climate and

teachers’ job commitment in secondary schools in Ebonyi State

3. There was apositive relationship between autonomous school climate

and teachers’ job commitment in secondary schools in Ebonyi State

4. There was apositive relationship between paternal school climate and

teachers’ job commitment in public and private secondary schools in

Ebonyi State

5. There was apositive relationship between familiar school climate and

teachers’ job commitment in secondary schools in Ebonyi State

6. There was apositive relationship between closed school climate and

teachers’ job commitment in secondary schools in Ebonyi State

 131

6.3. Recommendations

The following recommendations were made based on the findings of the

study.

1. The various arms of the government especially those in charge of

secondary education in the areas and state should try to provide

schools with the necessary resources needed by the schools

principals in operating open climate in the school.

2. Since the principals are aware and have been demonstrating dynamic

application of the leadership styles as evident in the prevailing

number of organizational climate types in public schools,

there is need for government to assist them in protecting school

rules and regulations by sorting them all the time for effective

operation of controlled school climate.

3. Policy makers should work closely with government to ensure the

implementation of their policies in schools in order to achieve of

their aims and objectives.

4. Seminars should be organized for principals and teachers to help

them in handliing and managing various organizational climate types

in the schools especially in the areas of paternal climate.

5. Workshops should be organized for principals and teachers to help

them adopting needed techniques over familiar school.

 132

6. Government should try to provide schools with the necessary

resources needed by the schools principals to combat closed climate

in the school system.

6.4 Educational Implications

The findings of the study show some implications on the school climate and

how they can impact on job commitment of teachers in secondary schools in

Ebonyi State.Firstly, secondary school teachers’ not show concern when their

activities are not adequately reviewed and there is no interaction; no adequate

promotion; no training and retraining of staff; no rewards for good

performance; inadequate teaching facilities and instructional materials; and

when there is much workload due operative school climate. These

consequently, would lead to lack of desire to practice, job dissatisfaction,

frustration, absenteeism and other nonchalant and rebellious attitudes towards

work, which also lead to poor achievement of students.

Secondly, inability to establish a good working relationship and

environment between the principal, teachers and students constitute a problem

in educational system. Teaching and learning processes under this condition

would not be fun, smooth and engaging, which violates the fact that learning

occurs in a conducive environment. This would eventually lead to inability to

achieve academic goals of the school.

 133

Thirdly, when the leadership styles and administrative policies of a

school are not fair, objective centred, responsive and democratic, then the

ideas, opinions and suggestions of teachers may not be considered in the

issues concerning teaching-learning process in the school. This implies that

lack of good human resources management policies leads to low motivation,

which on the other hand leads to low achievement in both teaching and

learning which automatically affect the performance of both teachers and

students because students performance creditable well when teachers are

satisfy through their incentives.

Furthermore, this implies that the principals make use of various

leadership styles in school management.Also for the fact that there is

significant difference in the views of staff in public secondary schools on

school organizational climate in the area implies that they differ in magnitude

of their responses. This further implies that the principals in secondary schools

in the area are more dedicated to their duty and apply more high quality

leadership styles. This could be because they study and work with the schools

management directive. The difference in the magnitude of the organizational

climate in public schools as made clear in tables 1 and 4 mean scores could be

due to the fact that the schools have newer structures and provide the

necessary resources for work to gain approval. Therefore, the Nigerian

 134

education system can only thrive, when conducive climate organization are

provided in their might quality and quantity.

The finding also implies the need for school administrators to improve

the performance of the school by enhancing school climate based on effective

leadership. This means that theory Y of management should be referred. In

order to improve organizational climate, the school principals may set

appropriate goals for their school, establish effective pattern of organization

and methods of procedure, and shows friendship, trust,warmth, interest, and

respect to the teachers in order to improve teachers commitment.

6.5 Limitations

1. The reluctant attitudes of the respondents in giving their responses

limited the findings of the study.

2. The findings of this study cannot be generalized to other post primary

schools in another states of the federation due to lack of control

associated with survey research. This lack of control may have affected

the results.

3. The investigation was based on responses to researcher structured

questionnaire items. The possibility of determining the degree of

honesty in filling the questionnaire is in doubt and may have affected

the result.

6.6 Suggestions for Further Studies

 135

The following suggestions for further studies are hereby by made:

1. Current status of operative closed climate and job performance of secondary

schools teachers.

2. Educational effects of secondary school of paternal school climate on

students’ academic performance.

3. Impact of effective school climate in improving learning among secondary

schools in Nigeria
 136

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Department of Educational
Foundations
(Administration and Planning)
Faculty of Education
Ebonyi State University
Abakaliki

14/06/2019.

Dear Sir,

REQUEST FOR VALIDATION OF INSTRUMENT

I am a postgraduate student in the Department of Educational

Foundations in the above named University currently conducting a research on
“Relationship between School Climates and Teachers Job Commitment in
Public Secondary Schools in Ebonyi State”..
Kindly validate the instrument in terms of language clarity, proper
wording of items appropriateness and adequacy of the items in addressing the
purpose of the study. The information given by you will be treated in strict
confidentiality and used for the purpose of this study.

Thanks for your anticipated cooperation.

Yours faithfully,

Odoh,Juliana Nkechi
(Researcher)
 145

LETTER OF INTRODUCTION

Department of Educational
Foundations, 
Administration and Planning,
Faculty of Education,
Ebonyi State University,
Abakakili.
12thAugust, 2019.
Dear Participants,

My name is Odoh, Juliana Nkechiwith Registration Number

EBSU/PG/PhD/2017/09181, a Doctorate degree research student from the

Department of Educational Foundations, Administration and Planning, Faculty of

Education, Ebonyi State University, Abakaliki, Ebonyi State; conducting a research

on the: “Relationship between School Climates and Teachers Job Commitment

in Public Secondary Schools in Ebonyi State”. Please kindly respond by providing

the necessary information and filling the two questionnaires as requested for the

successful completion of the study.

Your response to the two questionnaires would be well appreciated and the

information provided would be used for academic purposes and also treated as

confidential. Your assistance and cooperation would be highly appreciated. Thank

you for your cooperation.

Yours faithfully,

Odoh,Juliana Nkechi
 146

Section A: Bio-Data of Respondent

Please tick (√) where applicable on the space provided.
1. Status: Teacher Principal

2. School Type: (i) Public (ii) Private

Section B. (Statement Items)

Instruction: Tick (√) against the option that agree with your response on each of the items
below: (a) Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD)

Cluster A
TEACHERS ASSESSMENT SCALE ON OPEN SCHOOL CLIMATE
S/N Please show your opinion on the open climate conditions in your school SA A D SD
1 . My school climate fosters learning for productive life in the society
2 . My school climate provides conducive environment for teachers
3 . My school climate paves way for teachers to undertake tasks in the best possible way
4 . The climate helps staff to feel socially safe in the school
5 . The climate reduces increase retention rates
CLUSTER B:
TEACHERS ASSESSMENT SCALE ON CONTROLLED SCHOOL
CLIMATE
S/N Please show your opinion on the controlled climate conditions in your school. SA A D SD
6 My school climate produces an environment where formalities, rules and regulations are strictly followed
7 Portrays an atmosphere where interaction between officials and other subordinates is little
8 My school climate portrays an atmosphere whereby leadership keeps a distance from teachers
9 The climate is an environment where parents are less involved in school activities or administration
1 0 . My school climate is very engaging with high teacher workloads

CLUSTER C:
TEACHERS ASSESSMENT SCALE ON AUTONOMOUS SCHOOL
CLIMATE
S/N Please show your opinion on autonomous climate conditions in your school SA A D SD
1 1 My school climate allows teachers to have considerable degree of freedom to act or operate in the school
 147

1 2 . The school climate provides leadership which epitomizes in teachers the model of enthusiasm and zeal towards executing their responsibilities
1 3 . The school climate does not pave way for external threats or influence which creates opportunities where intimacy in the school are relatively high
1 4 . My school climate incorporates into teachers the desire to work for students’ academic progress
1 5 . It creates an atmosphere where leadership is stereotype which makes him focus more on staff and students rather than pursue school goals
CLUSTER D:
TEACHERS ASSESSMENT SCALE ON PATERNAL SCHOOL CLIMATE
S/N Please show your opinion on the paternal climate conditions in your school. SA A D SD
1 6 My school climate portrays an atmosphere in which the principal is hard-working but without having positive effective on the staff
1 7 . My school climate provides an atmosphere where there is a less degree of approachability between the leaders and teachers
1 8 . The climate portrays a climate in which the principal is lively as well as active
19. I t sh o w ca s es an a t m os p h e r e w h e r e c o m m i t m e n t is l o w
2 0 . It breeds atmosphere where teachers’ contributions are not constantly taken but only when they are needed
CLUSTER E:
TEACHERS ASSESSMENT SCALE ON FAMILIAR SCHOOL CLIMATE
S/N Please show your opinion on the familiar climate conditions in your school. SA A D SD
2 1 My school climate portrays a kind of laissez-faire atmosphere in which there is no commitment among many individuals or teachers
2 2 . which does not encourage parents involvement in the schoo l
2 3 . My school climate is an environment where little emphasis is placed on production which favours only fulfilling a particular aspect of task
24. there are no strict enforcement of rules and regulation s
2 5 . My school climate creates an environment where students learning process is not seriously undertaken
CLUSTER F:
TEACHERS ASSESSMENT SCALE ON CLOSED SCHOOL CLIMATE
S/N Please show your opinion on the closed climate conditions in your school SA A D SD
2 6 . My school climate portrays an atmosphere where there is no cordial relationships among different parties
2 7 . My school climate discourages teachers collaborations, team work together with the morale to work
2 8 . My school climate discourages community support coupled with parents involvement in administration
2 9 . It portrays an unhealthy climate in which leadership is unapproachable, inactive and ineffective in moving the school forward to achieve goals
3 0 . My school climate breeds low productivity because of less teachers participation

SECTION C:
 148

TEACHERS JOB COMMITMENT ASSESSMENT SCALE

S/N P le as e s h ow yo ur op in io n o n yo ur jo b c om mi tm e n t in s c ho o l SA A D SD
1 . I am dedicated towards ensuring that my teachings are helpful to students’ in real life
2 . I spend a great deal of time dealing with students’ academic
challenges
3 . I do not give excuses in order not to attend school regularly
4 . I ensure that opportunities where students’ learn through a variety of instructional strategies are provided
5 . I am committed to always ensure that I plan highly effective instruction s
6 . I d o n o t m i s s m y c l a s s e s b e c a us e I a m de d i c a te d o v e r t h e w o r k
7 . I always make sure that I cover my scheme of work for the term
8 . The responsibilities assigned to me makes me report to duty daily for task accomplishment
9 . I am passionate about my teaching in the school because of the support I get from leadership
1 0 . I am highly committed to work because of the maximum teacher collaborations in the school
1 1 . I always ensure that all my teachings encourages students to become
creative
1 2 . I make sure that my classroom reflects an orderly as well as well-managed environment
1 3 . I make sure that I constantly maintain a positive, learning-focused classroom culture
1 4 . I align resources in order to support my classroom activities to enable students’ master the topic being discussed
1 5 . I am always committed to any teaching task delegated to me in the school
1 6 . I am devoted to always design daily lessons that meet learners’ unique needs
17. I d ra w up le s s on pl a ns to s up po rt m y te a c h in g i n s c ho o l
1 8 . I consistently ensure that I provide students’ with updated lesson notes to copy in the classroom
1 9 . I am always ready to use different teaching methodologies to engage students’ during classroom interactions
2 0 . I work zealously to promote academic success for all students’ in the school
2 1 . I advance professionally in my teaching profession in order to make positive impact on students’ learning
2 2 . I utilize varieties of skills while delivering my lessons in the classroo m
2 3 . I go extra miles, out of my way to help students’ in difficult situations which is challenging in their learning
2 4 . I always ensure that I complete all the task assigned to me with enthusias m
2 5 . 1 am committed to put in a great deal of effort beyond that which is normally expected for the success of the school
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26. I always remain loyal towards executing my teaching tas k

2 7 . I am always ready to put in my best to work harder to achieve instructional objectives
2 8 . I am always supportive in encouraging students’ to care about their studie s
2 9 . I do not feel committed in the school so I want a little change that will cause me to leave the school
3 0 . I am not committed towards putting in my very best in the way of job performance

APPENDIX C

Table 1: Population Distribution of both Public and Private Secondary Schools

and their Teachers in the three (3) Education Zones and LGAs

S/N Education Zones L G A s Secondary Schools Total N0. of Teachers in the Secondary Schools

Public Private Public Private

1 Abakaliki Zone Abakaliki, Ebonyi, Izzi, and Ohaukwu 7 8 8 5 2 , 0 7 6 2 , 2 9 1

2 A f i k p o Z o n e Afikpo North, Afikpo South, Ivo, Ohaozara, and Onicha 8 0 3 6 1 , 7 5 9 1 , 5 0 7

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3 Onueke Zone Ezza North, Ezza South, Ikwo and Ishielu 6 4 7 5 1 , 4 6 3 1 , 2 6 4

Total 3 Education Zones 1 3 L G A s 2 2 2 1 9 6 5 , 2 9 8 5 , 0 6 2

4 1 8 1 0 , 3 6 0

(Source:Ebonyi State Secondary Education Board, Abakaliki, 2019)

APPENDIX D

Table 2: Sample Size Distribution of both Public and Private Secondary

Schools and their Teachers in the three (3) Education Zones and LGAs

S/N Education Zones LGAsStratified according to the 3 Education Zones Secondary Schools Stratified according to the 3 Education Zones and Selected at 50% Teachers in the Secondary Schools Stratified according to the 3 Education Zones and Selected at 10%

Public Private Pu b lic Private

1 A b ak al ik i Z on e Abakaliki, Ebonyi, Izzi, and Ohaukwu 3 9 4 3 2 0 8 2 2 9

2 A f i k p o Z o n e Afikpo North, Afikpo South, Ivo, Ohaozara, and Onicha 4 0 1 8 1 7 6 1 5 1

3 Onueke Zone Ezza North, Ezza South, Ikwo and Ishielu 3 2 3 8 1 4 6 1 2 6

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3 Education Zones 1 3 L G A s 1 1 1 9 9 5 3 0 5 0 6

Total 2 1 0 1 , 0 3 6

APPENDIX E

Ebonyi State Map and Boundaries

(Retrieved from: http://nigeriazipcodes.com/wp-content/uploads/2012/07/Ebonyi-

State-Postcode-Map.jpg)
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Ebonyi State Map and Boundaries

(Retrieved from:
http://www.uniprojectsearch.com/wp-content/uploads/2015/01/Figure-1-Map-of-
Ebonyi-State-Showing-the-Study-Area.png)
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APPENDIX F

Ebonyi State Map and LGAs

(Retrieved from: http://theeagleonline.com.ng/wp-content/uploads/2013/10/Map-of-

Ebonyi-State1.jpg)
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