ABSTRACT
The study investigated the relationship between organisational climate and teaching effectiveness in public secondary Schools in Imo State. The organisational climate indices of interest were openness of the school climate, institutional integrity, principal’s influence, initiating structure, consideration behaviour, resource support, morale of teachers and academic emphasis. Eight specific objectives, research questions and null hypotheses were respectively formulated to guide and direct the study. Review of literature was done under two broad headings: (theoretical and Conceptual/empirical Frameworks). The ex-post factor correlational design was employed for the study. The population comprised all teachers totaling 5,047 and Principals totaling 320 for 2013/2014 school year. Cluster and random sampling techniques were used in selecting 505 teachers and 231 principals as sample for the study.
Two duly validated instruments with reliability coefficient of 0.91 and 0.61 for Organisational Climate Questionnaire (OCQ) and Teaching Effectiveness Questionnaire (TEQ) which were used to gather information. The R values of the simple linear regression were used to answer research questions and R2 for hypotheses, which were analyzed using F-value from the simple linear regression and tested at .05 alpha level of significance. The findings revealed there is weak positive but significant relationship between organisational climate and teaching effectiveness. Based on the findings of the study, it was concluded that there is a significant relationship between organisational climate and teaching effectiveness in public secondary schools in Imo State. Among the recommendations made was that stakeholders and Government must ensure that adequate learning facilities and leadership are in place for effective teaching in the schools.
