ABSTRACT
The study was
carried out to investigate the influence of school climate on teachers ’
motivation in Enugu-East Education Zone of Enugu State. The study adopted ex-
post factor design. The sample size is 526 respondents representing the entire
population of both the principals and teachers in the zone. A researcher
designed questionnaire was used as instrument for data collection. Three
experts face-validated the instrument while Cronbach Alpha method was used to
compute the reliability estimate for the study. Four research questions and two
null hypotheses tested at 0.05 level of significant guided the study. A 27 item
structured questionnaire was subjected to statistical analysis using mean and
standard deviation for the research questions and t-test for the hypotheses.
The results of the findings showed that the most common available school
climate types in secondary schools are closed, paternal and familiar which does
not encourage motivation of teachers. The study identified adequate facilities
and equipment, maintenance of school plant and conducive accommodation as
important motivational factors for teachers. Other highlights include open
climate, adequate attention to teachers ’ welfare, recognizing teachers’ worth,
ensuring their professional growth and proper delegation of duties are
effective strategies for enhancing the influence of school climate on teachers’
motivation.
CHAPTER ONE
INTRODUCTION
Background
of the study
Generally, workers come
to organizations with expectations on their personal needs to be met by the
organizations. In many organizations like the school, the ability of the
teacher to perform effectively is based usually on the conduciveness of the
school atmosphere or the prevailing school climate. In order to achieve the
goals and objectives of the educational system, there has to be an appropriate
and a conducive school climate to ensure teacher effectiveness in the schools.
The school climate describes the environment in which teaching and learning
take place, which has to be conducive and congenial for everyone to stay and
work in relative comfort and security.
The school climate is an
orderly environment in which the school family feels valued and able to pursue
the school mission from concerns about descriptions and safety. (Mgbodile,
2004). Agusiegbe (2004) defines school climate as teaching and learning
environment as the setting, physical and conceptual in which teaching and
learning are carried out as deliberately planned. Marshall (2002) describes the
school climate as the atmosphere of school that consists of attitude shared by
members of group such as the principals, teachers and parents as experiences that
affect their behaviour
based on their
collective perception
in the school.
Many scholars have
perceived school climate as a very vital aspect of school organization. Hence
Chukwunwike (2005), emphasized that poor school climate in secondary schools
has affected the influence of teachers tremendously. This has gone along way to
reduce the quality of secondary school products. A conducive atmosphere exists
when the teachers and the students feel safe, happy, comfortable, wanted,
valued, accepted and secured, in order to achieve the objectives of education
and for it to have high standard. The principal must adopt appropriate
management strategies, these strategies include planning, organizing,
coordinating, directing and controlling for effective running of the school.
Mgbodile (2007) also states that a well managed school climate can greatly
enhance the production of a school which in turn contributes to the achievement
of the overall goals of education.
Many scholars have
classified and defined school climate in different forms such types as
available include: autonomous, controlled, familiar, paternal, open and close.
According to Halpin and Croft (1963) autonomous school climate is defined as an
atmosphere that allows teachers’ to carry out their duty freely in the school system
in order to achieve their goals. Controlled involves an atmosphere of hard work
at the expense of social life. This climate tends to be impersonal and task oriented. Familiar climate is an atmosphere
of sociability at the expense of task performance while paternal is
characterized as one in which the principals discourages the emergence of
leadership acts from the teachers. Open climate is an atmosphere that welcomes
teachers input into the administration of the school while close climate sees
the principal as behaving like all knowing in the affairs of the school and
most often does not allow free flow of information and motivation of teachers
staff and students in the school.
The important role of
motivation especially in the school system cannot be overemphasized. Motivation
channels, causes and sustains people’s bahvaviours. It enables the school
authorities to influence teachers to perform in the ways that the authorities
find desirable. Mgbodile (2004) defines motivation as an inducement, incentive,
inspiration, encouragement in order to incite an individual to action. In the
same vein, Enyi (2004) sees motivation to mean to move someone to action. In
this context, motivation is seen as all the efforts of the school principals in
encouraging the teachers in the discharge of their assigned responsibilities in
the school.
The principal is the
chief executive of the secondary school in Nigeria. (Ogbonna, 2004). Hence, the
success or otherwise of the school rests on his ability to evolve, encourage as
well as promote harmonious school climate to ensure proper school
administration. He is to plan, direct and motivate the teachers in order
to achieve the objectives of the school. Alike (1995), sees the principal as
someone who supervises the affairs of the school so that it can run very
smoothly for effective productivity of teachers. It is how the teachers
perceive the principal and the school climate that largely influences their
attitude and motivation to work.
Against this backdrop,
the current study intends to investigate the influence of school climate on
teachers’ motivation in secondary schools in Enugu State with a view to
enhancing their effectiveness in the system.
Statement
of the problem
The issue of poor quality
teaching and learning in Nigeria secondary education has been of great concern
to the educationists and other citizens. This becomes pertinent because the
educational standard have been faced with lack of spirited efforts by the
government at instilling discipline in secondary schools, lack of commitment,
dedication and loyalty on the part of the principals and teachers, lack of
incentives or poor teacher-motivation.
Most schools have
dilapidated buildings out-dated equipment and facilities, staff irregularity in
school attendance, inadequate exercises to students, and lateness to school,
and absence from class among others. What is then responsible for this ugly
state of affairs in our secondary schools? The principals’ poor attitude towards
school improvement and teachers is bound to influence the achievement of school
goals. It is against this background that the researcher intends to find out
the influence of school climate on teachers motivation in secondary schools in
Enugu East Education Zone of Enugu State.
Purpose
of the study
The main purpose of this
study is to investigate the influence of school climate on teachers’ motivation
in secondary schools in Enugu East Education Zone of Enugu State. Specifically,
the study will seek to:
1)
Identify the types of school climate available
in secondary schools in Enugu State Education Zone.
2)
Identify the factors that influence teachers’
motivation in schools.
3)
Identify how open school climate influence
teachers’ motivation.
4)
Determine strategies for enhancing the influence
of school
climate
on teachers’ motivation.
Significance
of the study
The findings of the
study would be theoretically significant in advancing knowledge on school
climate on teachers’ motivation in secondary schools while it will provide
practical benefits to the following: the principals, educational planners,
researchers, the students, and the society.
The school principals
will use the findings as strategies to be adopted to influence teachers in the
school in order to enhance conducive teaching and learning. It will help the
principals develop better leadership styles or behaviours that are vital for
creating the right of school climate which will facilitate effective
teachers-motivation and improve standards of learning.
It would be useful for
educational planners and state education commissions for proper formulation of
policies with regards to evaluation of school principals and transfer of
teachers. It would help to raise the awareness of the government in providing
adequate facilities and equipment to schools to ensure motivation of teachers
in the schools.
The findings of the
study would enrich the literature on school climate on teachers’ motivation for
researchers in Enugu State Education Zone in particular and Nigerian in
general.
Students would benefit
from the findings as it would lead to provision of conducive learning
environment. It would enable the students to make appropriate choice of schools
to attend that would positively influence their learning in the schools.
Society would use the
findings of the study as a means of influencing their involvement in the school
management, guiding them on what to do to supplement the efforts of principals,
teachers and.....
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