The Effect Of School Climate And Teacher Productivity On Students Academic Performance In Selected Secondary Schools

The Effect Of School Climate And Teacher Productivity On Students Academic Performance In Selected Secondary Schools

Chapiter 1

Introduction

1.1 The Study’s Background

The school must accomplish a number of goals and objectives as an organization (FFN, 2004). The organizational climate of the organization, especially the educational system, is crucial for achieving the goals and objectives. The working environment between superiors (school heads) and inferiors (teachers) in an effort to accomplish the goals and objectives of the educational system is referred to as the organization climate. The term “school climate” describes the atmosphere at schools as well as how staff and students feel about their institutions. High and clearly expressed standards on individual responsibility, a sense of safety at school, and teachers and other supporting staff that frequently acknowledge kids and appropriately handle their behavior are all indicators of a positive school atmosphere. In 2007, the American Institutes for Research. The school’s size is similarly significant. Accordingly, Eberts, Kehoe, and Stone (2002) evaluated the connection between school size and student achievement and discovered that teachers were more satisfied in smaller schools than they were in large ones. Fowler and Welberg (2001) found in one of their studies that large school size was negatively related to school climate. Smith and Gregory (2007a) used a climate assessment instrument and a series of in-depth interviews to find that teachers were much more satisfied in small schools than large schools. According to Ramirez (2002), the organization of the classroom and other instructional space is the key factor in determining a school’s success or failure; size per student is unrelated to achievement. The way students are taught and learn in classrooms appears to be influenced by the school’s culture and the teacher’s effectiveness. A school’s specific qualities are referred to as its “school climate.” In one school, the principal, teachers, and staff may enjoy working together; these traits set one school apart from another. It can be staff unhappiness in another school. In one school, employees may appear well-organized, knowledgeable, and self-assured; while, in another, tension may exist when the school head loses control (Clifton 2009). In order for students and instructors to feel connected to one another, there needs to be a pleasant and inviting school atmosphere. Conversely, a bad sense of self-importance would have a detrimental impact on teachers’ job productivity and students’ academic progress. The ratio of outputs generated by an organization to resources used in the process is known as the organization’s productivity. Teacher productivity is the ratio of what teachers produce, where the term “output” relates to the caliber and caliber of students that teachers generate.

Climate has been defined in a variety of ways by authors, including as the perceived subjective effect of the formal system, the informal styles of managers, and other significant environmental factors that impact on the attitudes, beliefs, values, and motivation of people who work in a particular organization, personality of an organization, and the atmosphere of the work place.

In terms of schools, the relationship between organizational structure, teacher attitudes about their jobs and conduct, and student accomplishment must be connected by climate. It was discovered that formal school characteristics had a significant impact on how teachers carried out their responsibilities within the educational system. Climate may be a combination of the meditative factors that mediate between an organization’s organizational structure, the leadership styles and other traits, teacher effectiveness, and student accomplishment. Numerous research on organizational school atmosphere have been conducted. For instance, Halpin and Croft (2003) discovered that the behavior of elementary school principals sets the tone for the school in a significant way. In their study, Kelner, Rivers, and Connell (2006) found that effective leadership skills and management techniques create inspiring workplace cultures that inspire employees to perform well and predict the desired organizational outcomes, which in the school system are known as student achievement. Numerous studies have shown a correlation between organizational environment and key performance indicators like volume, efficiency, and production. Spencer, Pelote, and Seymour (2008) estimate that 10 to 25 percent of the variation in performance metrics can be attributed to the organizational environment. Mann and Hirst (2002) investigated the effects of unfavorable events on team climate and the relationship between climate and performance. According to the findings, there was a correlation between team performance and climate. According to Zohar’s (2000) research, safe conduct is influenced by variation in behavior at the individual supervisor and group climate levels of analysis, and it is conceivable that this would also be true for other climate-related factors.

High levels of productivity are a sign of a country’s ability to develop and grow. Because teachers are the center around which the entire educational system revolves, their performance in their assigned roles determines the educational system’s efficiency, productivity, and ability to meet its goals (Eduese, 2006). According to research by Lloyd, Mensch, and Clark (2000), teachers play a significant contribution in both student achievement and educational attainment. Teachers are essential to the teaching profession because without them, no society can experience substantive socioeconomic or political advancement. The efficacy and efficiency with which tasks are completed as a whole are what productivity refers to. In essence, it is a ratio that assesses how efficiently a firm turns resources into products and services. In the educational system, teachers’ performance can be used to gauge their productivity. Qualitative tools, such student test scores on standardized exams, have been used to evaluate instructors’ effectiveness (Schacter and Thum, 2004). The peer effect, ethnicity, gender, motivation, income, and family background variables like house hold environment and parental educational background have all been identified as having a significant influence on students achievement, according to Blankstein (2006). He further argued that grades and test scores do not accurately reflect the quality of instruction because teacher input is not the only factor that influences students achievement in the school system. This means that a teacher’s productivity level might be assessed in terms of the things they can influence and carry out in the classroom, such as teaching efficiency and student behavior. Since it examines a number of distinct aspects of instruction, teaching effectiveness has come to be recognized as a multidimensional phenomenon (Dunkin, 2007).

1.2 Statement of the problem:

Several factors may influence teacher effectiveness and student achievement in secondary school. Additionally, it has been noted that student achievement and instructor productivity are both lacking. In the educational system, it is difficult to attain the desired consequence of teacher performance, which is better, and student achievement. People are griping about how ineffective teachers are, which in turn affects how poorly pupils perform. With reference to secondary schools in the Ijebu-Ode Local Government, this study aims to evaluate the impact of school culture and teacher productivity on students’ academic achievement.

1.3 Research question:

The following research questions will serve as the study’s compass.

1. How much would a teacher’s output affect the academic performance of secondary school students?

2. Is there a connection between the culture of the school and the academic success of the students?

3. Is there a connection between the output of teachers and the academic success of secondary school students?

4. How much does the environment of the school influence the effectiveness of the teachers and the academic performance of the students?

1.4 Research hypotheses

According to hypothesis 1, there is no meaningful connection between teachers’ productivity and students’ academic achievement.

HO2: There would be a significant correlation between student academic achievement and instructor output.

HI1 Academic performance of kids and school atmosphere do not significantly correlate.

According to HI2, there would be a strong correlation between student academic achievement and school atmosphere.

1.4 Objective Of The Research

The primary goal of the study is to assess how students’ academic performance in selected secondary schools in Ogun State’s Ijebu-Ode Local Government Area is impacted by the school atmosphere and instructors’ productivity. However, particular goals consist of:

1. Determining the numerous variables that affect instructor output and, in turn, student performance.

2. The confirmation of the relationship between student academic achievement and school atmosphere.

3. Determination of the relationship between school atmosphere and teacher productivity.

4. Making insightful suggestions and recommendations to stakeholders and policymakers.

1.6 The Study’s Significance

Nigerian education is in a terrible state, with overcrowded classrooms, underfunded institutions, poorly paid teachers, and employees’ welfare at an all-time low. Therefore, the government and its agencies, parents, teachers, school administrators, and older pupils will all find this research to be of utmost relevance. It will be beneficial in helping the government policy makers, particularly the Inspectorate Divisions of the Ministry of Education, carry out their oversight function by conducting routine inspections of schools to identify incompetent teachers who should be sent on refresher courses to update their knowledge.

1.7 The Study’s Scope

The Senior Secondary in Ijebu-Ode will serve as the study’s focal point. The study is restricted to a few selected secondary schools in the Ijebu-Ode Local Government.

1.8 Terminal Definitions

A teacher’s attitude is a complex mental state that includes their views, feelings, values, and way of being.

Academic performance refers to a student’s overall success in the classroom.

According to the rules established by the instructors and administrators, the social climate of a setting or learning environment is referred to as the “school climate.” Students encounter this environment in a variety of ways.

TEACHERS PRODUCTIVITY: This implied that it was distinct from the art of instruction.

TEACHERS EXPERIENCE: This refers to the kinds of experiences a teacher has had while educating students.