Project Materials






This study looked at organizational atmosphere and teacher effectiveness in ANIOCHA South L GA public secondary schools. The study’s total population is 200 staff members from chosen secondary schools in ANIOCHA South LGA. The researcher collected data using questionnaires as the instrument.

This study used a descriptive survey research approach. The survey included 133 respondents who were made principals, vice-principals adm, senior staff, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.

Chapter One


The study’s context

The formal structure of task and reporting relationships that supervises, directs and encourages employees so that they cooperate to achieve an organization’s goals is known as organizational climate. This involves leadership focus, authority and accountability, resource policies, and deployment or implementation plans.

The school organizational climate is a critical and all-encompassing feature of the school environment that incorporates psychological, social, and physical variables. The psychological variables are related to the feelings, attitudes, and values displayed by the school’s stakeholders, which include administrators (principals), teachers, staff, students, parents, government agencies, and society.

Physical variables include the nature of the buildings, classroom conditions, laboratories, and other educational supplies, while social factors include the nature of the stakeholders’ relationships, communications, and group activities. As a result, Tagiuri (1968) recognized four components of school climate: ecology, milieu, social system, and culture.

The physical and material features of the school environment are referred to as ecology, the social dimension in the school is referred to as milieu, and the social system refers to the school’s organizational structure. Culture is concerned with values, belief systems, norms, and ways of thinking. The term “school organizational climate” has been defined in a variety of ways.

Hodgetts and Altman (1979) defined organizational climate as a set of work environment features seen by employees and acting as a key influence in affecting their job behavior. This indicates that organizational climate represents the quality of the work environment, which can influence members’ performance negatively or positively depending on the state of the climate.

Marshall (2002) defined school organizational climate as a multifaceted environmental component that influences many people, including students, parents, school workers, and the community, emphasizing that it is a belief system or culture that underpins a school’s day-to-day operations. According to him, school climate is determined by elements such as the frequency and quality of contact between adults and students, students’ and instructors’ impressions of their school environment, and the personality of the school.

Other aspects include the physical buildings and classrooms, as well as the instructional materials used, academic success, perceptions of safety, school size, and sentiments of trust and respect for students and teachers. A positive school climate exists when both students and instructors feel at ease, wanted, appreciated, accepted, and secure.

To produce a positive school organizational climate, the principal employs appropriate managerial abilities and methods that are not only applicable to corporate organizations but also conducive to effective management of school organizational climate.

This is because teaching and learning would be more successful in a well-managed school climate. Furthermore, in such an environment, teachers are content working to fulfill the school’s goals, which positively influences the overall performance of the pupils. When the aims of the schools are met, parents and society will be pleased that their investment in education has been justified, and national development goals will be met.

In Nigeria, a school is an organization made up of people who work together to prepare students to be productive members of society. According to the Federal Republic of Nigeria (FRN), education is a tool for national development, particularly secondary education, which is the education children receive after primary school but before entering the tertiary stage and has the broad goal of preparing individuals for:

useful living within society and higher education. To attain these objectives, the teaching and learning environment must be made more favorable through better management of the school’s organizational climate. As a result, every stakeholder in secondary school administration should brace themselves for the demands of enhanced organizational climate, and secondary school administrators (principals) bear special responsibility in this regard.

Public and private secondary schools in ANIOCHA South L GA are in disrepair, contributing to a negative organizational atmosphere. Achimugu (2000) and Idachaba (2001) both lamented the poor school conditions in Kogi East secondary schools.

Idachaba emphasized that with the current state of secondary school teaching and learning environments, performance in the West African Examinations has been quite dismal. He went on to say that this condition was to blame for the inability of students in the zone to receive the Shell Corporations’ scholarship. He then suggested that all parties work together to improve the deteriorating circumstances of the zone’s schools.

This is one of the reasons for conducting this research. At the moment, morale among staff and students is low, as is student performance in public tests such as the West African Examination Council.

There is a lack of research evidence on improving management of school organizational climate in secondary schools in the zone, which necessitates the current study, which will provide empirical evidence on strategies for improving school organizational climate in secondary schools in ANIOCHA south L GA.

Statement Of The Problem

Effective teaching and learning take occur in a supportive environment. This setting represents a school where the principal and teachers collaborate and understand one another. Furthermore, pupils are well-behaved and take their academics seriously. The school is provided with necessary and adequate physical facilities in such a school setting.

This situation represents the desired school organizational climate in all educational institutions in Nigeria, including secondary schools. Although this condition is attainable, it has yet to be realized in ANIOCHA south L GA high schools. Secondary school organizational atmosphere in ANIOCHA south L GA need improvement due to poor school performance.

The question now is, what techniques should be implemented to get the desired results? Unfortunately, there are little or no empirical research that have identified solutions for strengthening school organizational climate management in ANIOCHA south L GA. Because of the scarcity of empirical evidence, the current study was designed to provide solutions for organizational climate and teacher effectiveness in ANIOCHA south L GA public secondary schools.

The study’s objective

The study’s aims are as follows:

Identification of organizational climate types in ANIOCHA south LGA secondary schools
To identify the characteristics that influence the organizational atmosphere of secondary schools in the ANIOCHA south LGA.
To identify administrative measures that can be implemented to improve the organizational atmosphere of the school in ANIOCHA South LGA.
To investigate the relationship between organizational atmosphere and teacher effectiveness in ANIOCHA South LGA public secondary schools.

Hypotheses for research

The researcher developed the following research hypotheses in order to successfully complete the study:

In ANIOCHA south LGA secondary schools, there are no organizational climate kinds.

In ANIOCHA south LGA secondary schools, there are various sorts of organizational environment.

H02: There is no association between organizational atmosphere and teacher effectiveness in ANIOCHA South LGA public secondary schools.

H2: There is a link between organizational climate and teacher effectiveness in ANIOCHA South LGA public secondary schools.


The study’s importance

The study’s findings will be important to secondary school administrators in ANIOCHA south LGA, teachers, students, the community, and government agencies entrusted with secondary school supervision in Delta state, as well as other school administration researchers. These are secondary school stakeholders who collaborate to improve secondary schools in ANIOCHA South LGA.

The research on the forms of organizational climate in Delta State secondary schools will help school administrators determine the organizational climate in use and change accordingly. The findings will be used by school officials to develop methods for improving the school atmosphere in order to increase conducive teaching and learning.

The study’s scope and limitations

The study’s scope includes organizational atmosphere and teacher effectiveness in ANIOCHA south L GA public secondary schools. The researcher comes upon a constraint that limits the scope of the investigation;

a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.


ORGANIZATIONAL CLIMATE: On the other hand, organizational climate is typically characterized as the repeating patterns of behavior, attitudes, and sentiments that characterize life in the organization, whereas organizational culture is deep and stable. Although culture and climate are intertwined, climate is frequently easier to analyze and change.

EFFECTIVE TEACHING: Instead of just accepting that certain students cannot be motivated and will perform poorly, effective teachers attempt to motivate and engage all of their pupils in learning. They believe that every kid is capable of academic success and do everything they can to help each student succeed.


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