University of Nigeria Research Publications

TETEH, Lawrence Au

thor

PG/Ph.D/92/13659

Title

Organizational Climate and School Proprietorship as

Factors in Teacher Effectiveness and Attitudes to Teaching

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

May, 1999

Sign

atur

e

TITLE PAGE

ORGANIZATIONAL CLIMATE AND SCHOOL PROPRIETORSHIP AS FACTORS IN TEACHER EFFECTIVENESS AND ATTITUDES TO

TEACHING I

I

P

I

A THESIS PRESENTED TO THE FACULTY OF EDUCATION UNIVERSITY OF NIGERIA NSUKKA IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN EDUCATIONAL ADMINISTRATION

AND PLANNING

TETEH, LAWRENCE (REV. FR.)

PGIPh. Dl921 13659)

, I . .L MAY, 1999.

This Thesis has been approved for the Faculty of' Education, University

'This is lo certify ha^ Teteh, Lawrerlce (Rev. Fr.) a poslgraduate studenl

rrl I I K Dcp:~rtme~~t 01'Eciucation with liegisira~ion u ~ ~ n ~ b e r PG/Ph.Q/92/13659

11~1s ~i~t is l ' t~~tor i ly compleied the requirements li)r lllc course md rusearch work.

I'or llw clcgrcc ot' Doctor of l-'hilosopli i n l ~ d u c ; ~ ~ i o r ~ ~ ~ l ~ A d ~ ~ ~ i ~ i i s ~ r a ~ i o n and

I ' ~ : I I I I ~ I I ~ ~ '1'11~ w01k ~1111wdicd ill this L ~ I S I S origin;~l ;md has IICH bee11

Pwi' I . J . Madurwesi (I-lead of Dup;irtmcn~)

I

I I I

iv I

DEDICATION

This work is dedicated to my late father, John Anyanwu Teteh who

himself was a school teacher in mission schools for forty eight years.

5

ACKNOWLEDGEMENTS

The researcher thanks the thesis supervisor Rev. Fr. Prof. A. U.

C ' Akubue for giving expert advice anywhere and at any time he was approached.

Immense gratitude goes to Dr. D. N. Ezeh who made significant contribution

in shaping the destiny of this research at every stage. He also thanks Dr. N.

Ogbonnaya who thoroughly read through the work and made very constructive

criticisms. Prof. F. Amuchie and Dr. Dan Enyi also read through the whole

work and offered suggestions and encouragement. He also thanks all the

lecturers in the department for their encouragement and help.

The researcher is greatly indebted to his Spiritan Congregation

authorities for their support and encouragement and also the members of the

Spiritan Community at Isienu Nsukka from where he operated at the early

stages of the programme for their warmth and good neighbourliness. He

thanks Most Rev. Dr. E. S. Obot, Bishop of Idah under whose diocese the . , ,. . -.. ... . . .'> ' .

researcher has served as Chaplain and lecturer in Kogi State College of

Education (KSCOE) for more than half his twenty seven years as a priest. He - .

thanks him for his understanding; encouragement and high regard for

education. The researcher is greatly indebted to his devoted and supportive

life-long friend and classmate, Rev. Fr. (Professor) Luke Mbefo C. S.Sp. He

I

vi

is also grateful to Rev. Dr. Joe Abah (Registrar of Catholic Institute of West

Africa, Port Harcourt) who made available his rich library of most

current books to the researcher.

The K. S . C .O . E management, staff and students deserve thanks for their

supportive role during the entire exercise. The researcher's colleague, Mr. E.

E. Achor monitored and advised on aspects of the work and deserves gratitude

for it. The researcher thanks Rev. Dr. Remy Onyewuenyi and Miss Irene Eze

of the Spiritan Word Processing Services, Isienu, for a neat type-setting job.

He expresses gratitude to the Teteh family for their support, encouragement

and prayers.

Finally and ultimately, all the honour and glory go to God who has

sustained him to persevere to the end with his choicest blessings.

Teteh Lawrence, Rev. Fr. . ,... ...- :. .>. . . . .?> ' .

Department of Education.

vii

TABLE OF CONTENTS

Title Page Certification Approval page Dedication Acknowledgements Table of Contents List of Tables Abstract

CHAPTER 1 : INTRODUCTION Background of the study Statement of the Problem Purpose of the study Significance of the study Scope of the study Research Questions Hypotheses

CHAPTER 2: LITERATURE REVIEW The issue of school proprietorship A review of studies on School Proprietorship Essence of administration in educational institutions The concept and factors of organizational climate and

organizational climate types A review of studies on organizational climate The concept and indicators of Teacher Effectiveness

-, ,: ..I. .> . . . Review of studies on Teacher Effect~veness The concept and indicators of attitudes A review of studies on attitudes to teaching Summary of Literature Reviewed

CHAPTER 3: RESEARCH METHOD I' ? ."

Design Area of study Population of the study Sample and sampling technique

1

i i iii iv v

vii X

xii

Instrument for data collection Instrument validation Reliability of the Instrument Method used for instrument administration and Rate of Return Method of data analysis

CHAPTER 4: RESULTS Research Question 1 Research Question 2 Research Question 3 Research Question 4 Research Questions 5 and 6 Research Question 7 Hypotheses 1, 2, 3 Hypotheses 4, 5, 6 Hypotheses 7, 8, 9 Hypotheses 10, 1 1, 12 . Hypotheses 13, 14, 15

CHAPTER 5: DISCUSSION Conclusions Arising from the Findings Implications of the Research Findings Limitations of the Study Suggestions for Further research Summary of the study

viii

REFERENCES 106 . , , , ..'..,:. 2. .. ' .i..i. , .

APPENDICES 116 1 Organizational Climate Questionnaire on Teacher Effectiveness

and Attitudes (OCQTEA) 116

2 Comprehensive list of names of Secondary-!khools ih Kogi State showing their Proprietors. I 127

3 Summary of Secondary Schools in Kogi State showing education zones, local governments covered, number of schools, teachers and their proprietorship 139

Map of Kogi State

Educational Area Zones in Kogi State. 140

Mode of ScoringlWeighting of Questionnaire items 141

Prevalidated Instrument 142

Summary of Validators' Inputs 159

Sample of Computation of internal Consistency reliability Coefficient of the Instrument using Cronbach Alpha. (a) mode for sections Two to Four 160

Letter to Student Leaders of Students on Teaching Practice (Research Assistants)

' I

169

Reminder I 170

Raw Data used for analyses 171

I I( 'I

#! .. LIST OF TABLES i

TABLE , characteristic Profile of Organizational climate types 45

~ o p l a t i o * of the study from Kogi State Educational zones. 64

Distribution of Research Subjects, number of Secondary Schools and Teachers used in the study from Educational Zones and School Proprietorship. 67

Summary of organizational climate type based on School Proprietorship in Kogi State. 75

Mean Rating (9 of Teacher effectiveness. 76

Mean Rating (9 of teacher effectiveness by School Proprietorship 77

Mean Rating (57) of teacher effectiveness by organizational climate type 78

Mean attitude score (3 of Secondary School teachers in Kogi State based on School Proprietorship. 79

Mean attitude score (Y) of Kogi State Secondary School teachers' attitude to teaching by organizational climate type 79

Summary of ANOVA ofrq-$a~,,rgings of Kogi State Secondary School teacher effectiveness on lesson plan (School Proprietorship by organizational climate) 8 1

Summary of ANOVA of mean ratings of Kogi State Secondary School teacher effectiveness on ,lesson presentation (School Proprietorship by organizational climate) 82

Summary of ANOVA of mean ratings of Kogi State Secondary School teacher effectiveness on class management (School Proprietorship by organizational climate) 84

13. Summary of ANOVA of mean ratings of Kogi State Secondary School teacher effectiveness on teacher factor ( ~ ~ h o o l Proprietor- ship by organizational climate) 86

114. Summary of ANOVA of mean ratings of Kogi State Secondary School teachers' attitudes to teaching (School Proprietorship by organizational climate) 87

Abstract

This study set out to investigate first the type of organizational climate in Kogi

State secondary schools and the level of teacher effectiveness and attitudes to,

teaching as well as ascertain whether School Proprietorship and organizational

climate influenced teacher effectiveness and attitudes to teaching.

The study was a descriptive survey. It was guided by seven research questions

and fifteen hypotheses. A multi-stage sampling technique was employed to

select 87 out of the 238 secondary schools in Kogi State. A structured

questionnaire titled "Organizational Climate Questionnaire on Teacher

Effectiveness and Attitudes to Teaching (OCQTEA)" was developed from

literature sources and used to collect data from the secondary school teachers. I

The major findings of the study showed that: I

1 Nearly half the secondary schools in Kogi State (49.3 %) were of the

controlled type of organiz~ional~climate while 33.9% of the schools

were of the closed type and 17.9% were of the open type of climate.

2. The mean rating of Kogi State Secondary School teachers' effectiveness I ' . .

as measured by the four selected clusters of teacher effectiveness

measures irrespective of school type or organizational climate fell

within the effective range of 2.50 and 3.49 on a 4-point scale.

xiii

Likewise, teachers' mean rating of attitudes to teaching, 2.79, was

found to be high.

3 There was no significant difference in the mean rating of teacher

effectiveness or attitudes to teaching on the basis of School

Proprietorship since the F value was 1.864 while the table value of F

was 3.02.

4. There was no significant interaction effect of School Proprietorship and

organizational climate on all teacher effectiveness measures and attitudes

to teaching. There was significant effect of organizational climate on

class management which was found to be significant since F calculated

value was 4.002 while the table value was 3.02. !

' Based on the data of the study it was strongly recommended that governments

at whatever level should recognize and encourage establishment of secondary

schools by any body or agency willing to do so. Teachers should continue to ., ,, *:. -7 . .,. , . .:> ' .

remain effective and maintain positive attitudes to teaching irrespective of

prevailing organizational climate which may even be provocative or adverse.

On the other hand, educational administrators , _ _- .and employers should not take

the teachers for granted or overcapitalize on their resilience and goodwill to

work even in adverse conditions while paying no attention to provide

motivational factors.

CHAPTER ONE

INTRODUCTION

Background of the Study

Education is a vehicle and bedrock for achieving so many goals like

acquisition of knowledge (Gagne, 1977), self-development and fulfilment

(Okafor, 1988), socio-economic and accelerated development (Llyod, 1972;

Kogi State Government of Nigeria [KSGN], 1994). One of the major actors

in the educational process are teachers. According to Izuchi (1 985: 13)

"teachers constitute the single most important fabric upon which hangs the

success or failure of the whole educational edifice". They are so indispensable

to any educational system that their training has been the major concern of

every government (Doddle, 1973; Magoon, 1976; Adesina, 1977). The need

for their training has been articulated in the National Policy on Education by

the Federal Republic of Nigeria (1981:39) where it is stated that "teacher ,,,,. '+.... \ . . , , . > . a ' ,

education will continue to be given a major emphasis in all educational

planning because no education system can rise above the quality of its

teachers." This document went further to oytline.;the purposes and objectives

of such teacher education:

a) to provide highly motivated, conscientious, and efficient

classroom teachers for all levels of our educational

system,

b) to encourage further the spirit of enquiry and creativity in

teachers,

c) to help teachers fit into the social life of the community

and society at large, and to enhance their commitment to

national objectives,

d) to provide teachers with intellectual and professional

background adequate for their assignment and make them

adaptable to any changing situation not only in life of

their country but in the wider world, and .

, .

e) enhance commitment to the teaching profession.

These objectives are achieved in an educational environment with good

organizational climate. Organizational climate accoiding to Eneasator , . . . 'j-

( 1 993:83) can be seen as "the psychological environment or atmosphere, that

characterizes a particular organization. It is the culture, atmosphere, feeling

or tone of a particular organization". Campbill, Dunnette, Lawler and Weik

(1970:390) define organizational climate as a "set of attributes specific to a

particular organization that may be induced from the way the organization

deals with its member's and its environment".

3

It is clear from the above definitions that organizational climate is the

nature of the work environment perceived by the people either as threatening

'or relaxed, supportive or non-supportive to do their work. This organizational

climate, a whole situation in which behaviour occurs, should be of immense

concern to both planners and administrators of education, as both teachers and

their administrators in their various ways are charged with the responsibility

of achieving the objectives of teacher education in Nigeria. These teachers are

needed whether they teach in government, community, religious group or

privately owned schools.

It is a fact that there are some schools in which everyone seems relaxed

and happy and both teachers and students seem to go about their duty in an . .

orderly and efficient manner. There are other schools where the atmosphere

is charged and there is frustration and insecurity all over and evident lack of

cooperation between administration, staff and students and the noble aims of

education seem not to be achieved. Many forces can and do contribute to a ., ,, . . I . ,.' .. , . d >

healthy or unhealthy organizational climate and these influence the behaviour

of the teacher in the way he approaches his work and therefore teaching and

learning. It is also an open secret' thzit 'whoever establishes and runs schools '

has his philosophy, aims, style of administration and strategy for handling staff

and their affairs, and these are also bound to influence the way and manner f

4

such staff in their schools go about their work.

From records it is evident that the organizational climate in Kogi State

Secondary Schools (and other educational institutions for that matter) after its

creation in 1991 was hardly supportive of effective teaching and learning. By

'Secondary schools' in this context are meant educational or training

institutions that cater for post primary studies between the first and the tertiary

levels. In this context, therefore Kogi State secondary schools include

secondary schools of whichever proprietorship government, mission or

community secondary schools. Kogi State has its fair share of coexistence of

such schools in all its 8 educational Zones. (See Appendix 3).

Between 1991 and 1993, the Kogi State Government cared little about. ,

the public servants and teachers (Kogi State Teachers Commission [KSTC],

1995). Primary and secondary schools were in shambles and existing

infrastructure in Kogi State Secondary schools had badly deteriorated

(Egwuche, 1993). The staffing ., condition ,, .. . ., . I - in most state owned post primary

schools were deplorable. There was "dire need of graduate teachers especially

in English language, Mathematics and science subjects", (Kogi State Teachers'

Commission, (KSTC, 19955). To make matiers worse, 1000 teachers were

retrenched causing several schools to be understaffed (Akpa, 1993). Even the

State's premier secondary institutions such as Government secondary school

5

Ikkina. Abdul Azeez Atta Memorial College, Okene, and Titcombe College

Egbc which had been famous all over the country for their academic and

sporting excellence were now ghosts of their former selves dlie to the utter

neglect to which they were subjected. There had been political victimization,

mass retrenchnlents, dismissal of officers, non payment of salaries and

allowances to serving officers and total disregard for professionalism, years

of' experience and competence in matters of appointment. Morale tended to be

low and there was a near state of anarchy and total collapse (Adama, 1994).

I'herc was such acrimo~iy and binerness in the state that even the then military

governor adniitred that something needed to be done to diffuse the situation so

that people could go about their business.

Evcn in March 1997, the secretary of the Okehi Local Government

Aurhority rel'erred to "the squalor that is characteristic of many schools despite

many years of collection of Parent Teachers' Association (P.T.A) levy" saying ., , I . . .1 . .,' , . i > ' .

tlrat sonic school heads did not reflect the P.T.A. issue in their handing over

wles during the recent reorganization of school administration that was carried

our by rlic anrhority (Obaje. 1997: 10): 11t his own contribution the chairman

ol' Ogori/Magongo Local Government, alarmed at the number of school drop-

outs had pledged that his Local Government would be responsible for at least

Ila l I' ol' tlic secondary school students' West African Exanination Council

6

( W . A. E.C . ) fee from l997/98 school year to alleviate their problem,

frustration and hardship (Graphic,, 1997: 14). Similarly, Etu (1997: 10) has

advocated thc rescuing of secondary schools in Kogi State, many of which

"havc rnushroorned as a sign of village identity than real need and many of

such schools were neither in possession of syllabus nor qualified staff.. . and

li)rmecl a staggering percentage of schools in Kogi State". Etu clearly must

I ~ v c been disturbed at the u~ico~itrolled proliferation of new secondary schools

which he perceived as not serious and without proper planning and logistics.

This comment however appears a-bit exaggerated, but if such schools existed,

lien such schools lacked direction.

I L is rlic contention of the researcher that if poor organizational climate . .

prevails in Kogi State secondary schools, it would most adversely affect the

pcrfonna~ice, productivity and effectiveness of otherwise very highly qualified

or ccrtit'icated teachers. Sergeant ( 1967), Friedlander and Greenberg ( I97 I ) , *,,, A - 3 . .>. ... 1 1 ' .

Pritchard and Karasick ( 1 973) had indicated that organizational climate affects

pcrli)r!nancc, productivity and el'fectiveness of workers depending on the

supportive or non-supportive nature of Ithe ~iganizational climate.

The issue of' teacher effectiveness in education is vital and has attracted

the attcntio~i of educators, educationists, administrators, government and

citizens alike. Educators and educationists are all involved in teaching but

while educators are those who engage in teaching, there are also those ,who

have been professionally prepared for this job of teaching, and these we call

educationists. The teacher is one who causes others to know or learn

something, and who gives instruction. It can therefore be said that the effective

teacher, is one who achieves what he set out to achieve through teaching.

Weber (197 1) has given two constituent elements in teaching as instruction and

management. If the teacher brings about the results intended through teaching,

and class room management, then he is effective.

There are many parameters by which teacher effectiveness can be

measured and evaluated, and, it all depends on what criteria are employed,

ml what is being measured and by whom. For instance, there are standards,

parameters, and expectations which the parents, the society. the employers, the

government and other agencies and institutions demand. All these groups have

[heir expectations from schooling for both teachers and students and these . t , .,'. \.. , . . i

would the11 be measures for teachcr effectiveness. Poor pupil scores on tests

arc blained on teacher ineffectiveness and incompetence (Nnabuo, 1988). Poor

student performance in the General Certif'icate:of Education (G.C.E) or in the

Joint Admission Matriculation Board (JAMB) is blamed on teachers

(Obeineata, 1993, Ayodele, 1997).

Even students themselves blame part of their instructional problems on

8

iriel't'iciency and incompetence of their teachers who fai l in their classroom

work by allowing too much noise or being too permissive in class or not

caring ro note when a child was hotl~ering another child. or yelled at mistakes

or dlowed some students to laugh at others in class. Similarly other students

accuse tcachers who do not explain concepts clearly or who waste too much

[i~ne on irrelevant points in class (Grade Teacher, 1971).

In such situations, it is the teacher who has even helped.in creating an

at~nosphcrc in the class that is most un-supportive and unfavourable to teaching

and learning. Such a teacher has I'uiled in his duty and is thus inefficient. Thus

h e cl'ti.c~iveness of the teacher rends to be connected with the organization, .

l i ~ r as Akuhuc ( 199 1 : 1 14) maintains. " there are organizational factors affecting

school discipline.. . and misbehaving students are often reacting to the scho6ls

:IS i r at'li.cts them and as they havc learnt from the school".

Eventhough teacher effectivcl~ess is an inexliaustible concept, Mkpa and , 1 . . ' .

Mkprr ( 1992) have studied teacher effectiveness and preferred to use five

p;Ir;mieters 01. liieasures for measuring teacher effectiveness. These were

teaclicrs' know lcdge of the subjccr 1nat'tcr.- I'Csson plan. lesson presentation,

class management and teacher disposition. However, i t is very possible that

while rhe same teacher is effective and efficient in one given area, he might

be deficient and defective in another area of equal interest and concern. But

9

as Ali (1989) has rightly observed, what is paramount is that the teacher

knows what to teach, how to teach it and actually teaches it . The present four

clusters of teacher effectiveness in this study took care of most of the items

rci'iectcd in .Mkpa and Mkpa's (1992) study. For instance, Mkpa and Mkpa's

(1992) items on personality attributes and teacherlstudent relationship are

collapsed into teacher factorldisposition in this study thereby basically

collapsing Mkpa and Mkpa's five clusters into four clusters of teacher

effectiveness measures.

The teachers approach and- attitude cannot be ignored as it has to do , 1

also with his effectiveness. An attitude is an orientation towards something

(Silver, 1983). I t is further a disposition and reaction towards something, some

experience or someone (Akubue, 1990). It could be positive or negative,

hvourable or unfavourable depending on how it is perceived and affects one's

action or behavior. For Crow and Crow (1954) attitudes are by products of an ., ,, .. . .'. .,. , 4 . i i ' .

individual's experience rooted in his urges, acquired habits and environmental

The teaching profession has witnessedn&tive forces that tend to affect

its image adversely. These forces tend to leave one less energized to do one's

work competently and zealously. Some of them are identified as low pay,

cielay in payment of salaries, delayed and denied promotions, low and negative

I0

sell' image. frustration. disill~~siorimcnt. insecurity, and poor unattractive

working conditions (Lortie. 1975).

I t nli~st he c~iipliasized tlio~~gli t l i i ~ t the problc~iis bedeviling educatioli

and [he teaching profession is a national problem and not just peculiar to K ~ g i

SL;ILC. ils qi~itc ;I spr1I.e ot' literature abounds to support i t . For instance

~,4ya1ldclc ( 1977) had asserted that tcachers who perli)rrn their duties with great,

c!~t!-iu.\,,ls~ii x-c rare ;111d scarcc. TIie falling standard i n students' perli)rniance

a d teachers' ct'l'cctivcncss have also lxcn la~iic~ltcd as pcrvadi~ig t l x wliolc

country (Ekpo, 1992, O~CIIIC;I[;L. 5 ) The nationwide pri~nary and

wonclary school tcaclws' strikc of' 1993 at'ti'ctcd cvcry state of' the country

5incc all thc tc;~clicrs co~ijointly protested about the enslaving circumstances

which were no lo~lger propitious and which neeclcd to be urgcntly redressed

r Anicli. Awgwa. arid Akvr. 1903).

Iict'lecting on the teaching prot'txiori. thc secretary ot . c , t .. ,,. ... > '

Govcrn~nent Education Authority ol' Kogi State. who himsel 1' had been a

' Okchi Local

secondary school teacher, pel-sonalized the issue and thinks that "today's

teaching prot'cssio~i has bee11 orphanizd mcll..bastardizcd I'ro~n its noble arid

grcat anccstory" (Ochima~ia, 1907: 10). Pic continues:

. . . we Iiavc fallen from mountain of glory to valley of' destitution.. . we are now licld captive by u~isy~~ipatlictic and gan-ulous market women; our children have become good indices

ot' ~iicasuring human n~isery and poverty as we clothe them with antiquated d rcsscs purchased at book-me-down spots.

Even as recently as Scptenibcr 1997. Adcwunii (1907: 13) rcli.rrilig to Kogi

Statc observed that "there was a gcneral disdain for teaching and greater

pl-ctkrencc tor jobs iri tlic oil companies. banks and industries." I-ic further

noted that "tcr:c!iing was no longer the aspiration of any person who makes a

good honours degree in the university". These are syrnto~~iatic 01' ncgative

a~ti t~~cles to the teaching prot'essio~i - at least by the men.

I t was partly the contenti015 01' this study that attitude is a factor of the

or~a~lizi~tional climi~tc in-cspcctivc ol' scliool typc. I t was against all the

!'oregone background that this s t ~ ~ d y was designed as a perceptive study to

i~ivcstigatc organizational clinlate and school proprietorship as factors in

tcacllcr cl'li.ctivcness and attitudes to teaching with special rc!'crcnce to Kogi

Stater~ierit of tlic Problcni

K o ~ i State is one of those states i n Nigeria where various bodies, lilr 1' - .1.

cxarnple, Goverli~nent, Comlnunities. Religious groups, Local Governments

and sole proprietors operate their own schools at the secondary level. But

whichever is the case, Nigerian educational administrators are concerned with

ensuring. among other things, that the national educational objectives are . (

achieved. I n the secondary school system, for example, the principal and

teachers arc the im~i~eciiatc operators and arc c~npowered with the instructional

within the system a11d the society at large. All their leadership is supposed to

be dircctcd at setting conditions for teaching and learning to take place.

There is an organizational cnviro~i~ncnt. tlic culture, tone and condition

within which the teachers operate. These may be perceived as favourable or

unf'avourable. supportive or non-supportive. enabling or frustrating and are

hou~lcl lo c~l!iancc ~lloralc or cla~iipc~i i t with its conco~nitant consequences on

reacher cf'fi'ctivc11cs~ or 1;lck 01' i r . m c l corresponcli~lg atti tudcs to work. Many

fcrors and to dit'fcrcnr measures create this organizational cl i~na tc.

Records show that in recent ycars. Kogi State has witnessed an

~mlxccccicntecl nu~nber 01' stri kc.\ . , ., . hv . -. ,I tc+Jicrs , and subsequent close down o t'

schools with conscclucnt disruptio~~ of' teaching and learning and there is a

gcriera! disclaill ti)r teaching ancl mass desertion t'rom teaching (Adewurni,

1907). and lluge drop outs l'rom icliools (Sule, 1997) while most of

those who .l'inish up ill sccouclary schools end up with poor results it1 West

Al'rican Scl~ool Certi ficatelGc~~eraI Certi ficate of Education (WASCIGCE)

exumi~lations and can hardly rnakc correct sentences or compute correctly

~ihicli prt 'vi~il~ i n seco~itlary SCIIOOJS i n Kogi State is suspect, 2nd would most

Purpose of the Study

orgauizatiorlal climate and school type on teacher effectiveness and attitudes

ro reaching in Kogi Stare secondary schools. Specifically the study did:

7 , obtaiti tcacllcr-s' sclt'-rating of' ~licir cl'feclivcness in lesson planriing,

14

lesson presentation. class tnanagcmcnt and :cachet- disposition aspects

01' teacher cl'fcctivcncss.

3. establish the overall cl'fcctivencss o f the reachers on each I'actor ol'

teacher cfl'cctivctlcss.

4 , determine to what ~xtctit Secondary School rcaclicr cl'li.ctivcncss o n

Icssotl planning. Icsson presentation. class management and teacher

disposition cicpcnd on dil't'crent school types.

5 . clcrcr~nir~c thc inllucncc ot' organizational clirnatc on Icsson planning,

scconc!ary school tcacllcr\ it1 Kogi Starc.

0 . idcntil'y tllc attitudes of' teachers in Kogi Statc Secondary School, 4

towards teaching.

7 . cletcrt~iit~c the itllluencc of scllool type on attitudes of' Secondary Scho!)l

tcacllcrs in Kogi Statc towar-cls tcaching, .,.,,;.ii. a' ...-... ?-i : .

in Kogi Slate Scconclary Schools towards tcaching

Signifkiancc of the Study ,! _ _ _

'rhis study is cotlsidcrcd highly significant sincc various groups stand

to bencl'it l'ronl the research. Firstly, as Nigeria ha5 envisaged a democratic

wciety and clualit:~tivc sysrctn 01' education, [lie study woulcl be o f interest to

the lkdcral and state govcrnlncnts to know how and wheihcr the principles and

llic national policy on education is or1 tlic rcalni 01 ' theory and i~ltclilioli. tlic

pr-cscrit stilcly rcl?ccts the reality on the ground.

Secondly. educational adtiiiriistrators are known to emphasize quality ,

education anit et'tkctive teaching (Okino, 1994). They should be very interested

i n studies on o r n i t i o n 1 climlte because the v x l i u r s who arc the

educational programme and policy i~nplemcntors work within organi~ational

contests wliich will either enhance or dctcr their work. Thcsc ctlucational

xhninistrators could then use [he Isindings in this research to organize

scnii~iars. colil'crcnces and workshops for tlicir adr-ninistrative sta1'1' and also for 4

the ~ c a c t w s on how to create posi tive organi~ational climates.

Thirdly, i t will bcuct'i! school proprietors and prospcctivc school

proprietors. This is l~ecause school proprietors wish to ensure that their

. 4 . 1 , schools flourish and grow in stal'f effectiveness and student enrolment and

pcrtSorm:~nce and t l u t their services. confitletice and goodwill are retained I i ~ r

colnmcrcial, academic excellence. social, cultural. religious. Proprietors need

to know the link between scllool organizational climate and tcaclicr

el'l'cctivcricss and attituclcs to teaching. Without this, they will not be able to

Finally, the study will be of' immcnsc benefit to supervisors of'education

a n d also to ~ c t ~ c l ~ c r training insritutions. Whilc supervisors will insist O H

educational administrators and planners sl~ould know the connection between

organi~ational climate and tcacl~cr ct'kctiveness ant! attitudes to teaching as

rhcsc arc aniong the crirical ti~crors in the teaching prot'cssion.

'Fllis prcscnr s t ~ ~ d y t'ocuscd on three typcs of secondary school

propricrorsllip i11 Kogi State. namely: (government-owned, co~~lrnurlity-owned,

. , and I - C I I ~ ~ L I S gro~~p-owned secondary schods) O L I ~ of thc 5 types ot'sccondary

schools. The otller two (Local Govcrnment alithority owned schools and Sole

Proprictored school) typcs represent a small and insignificant nut-nbcr of . , ,, . .'. .-. . . . * ' \chool\ and are therefore left out. Similarly, three organi/ational climate typcs

(open, conrrollcd and closed) on which the study had data were considcrcd.

Four aspects ot'teachcr effectivencss (~cs so r i Plan, Lesson Presentation, Class

Mrlnagenient, 'Teacher Factor) and some selected attitude measurcs were

c~nploycd ;IS dependent variables in the study. The urganizational climatc was

rllc main li)cus of' [lie study.

Research Questions

The following research questions guided the study:

1 . What is the type 01' organizational clin~ate in Kogi State Secondary

Sclwols?

2. How efl'cctive arc secondary school teachers in Kogi Statc in lesson

planning. lesso~l prcsentation, class management and teacher factor

aspects of teacher effectiveness?

3 . . To what extent docs sccondary school teacher effectiveness on lesson

plannirg, lesson prese~ltalion, class management and teacher factor

depend on different school proprietorship'?

4. What is the intluence of organizational climate on lesson planning,

lesson presentation, class management and teacher t'actor among

sccondary school teachers in Kogi State?

5 . What is the attitude of teachers in Kogi State Secondary Schools . , ,, . . .. 1.. I?. .,. . .v; . . .

6. What is the influence of school typc on attitudes of secondary school

teachers in Kogi State towards ttaching?

7. What is the iniluence of organizational climate on the attitudes ot'

teachers in Kogi Statc Scconclary schools towards teaching'!

Hy yet l1cscs

The following hypotheses were formulated and tested at 0.05 level of

signi t'icance for thc study:

The mean rating o!' Kogi Statc secondary school tcac hers' el'l'ectivcness

o : ~ lesson plan does not signil'icantly depend on school proprictorship.

'I'llc'rncan rating of' Kogi Statc Secondary school teachcrs cf'kctiveness

o n lesson plan does not significantly depend on organization ;1 1 c I ' ln-tare.

The interaction effect 01' s c l ~ ~ l proprietorship and organizational

clirnatc on the' mean ra t ini of' Kogi Statc secondary scl~ool te~ichcr

ct't'ectivencss in lesson plan is 11ot sigilii'icant.

The mean rating of Kogi State Secondary school teachcr cflkctivcncss

on lesson presentation does not signitlcantly depend on school

proprictorship.

The mean rating of Kogi State Secondary Sc hoot teacher effectiveness -, .* .. . i!. 4. . . .r> . .

on lesson presentation docs not significantly depend on organizational

cli~nate.

The interaction ellkct of' schtrol" propi-ictorship and organizational

climate on teacher el'fectiveness in lesson jxesentation ol' Kogi Statc

Secondary School teachers is not significant.

The mean rating of Kogi State Secondary School teacher efkctiveness

in *class tmnagement docs not significantly depend on school

proprictorsliip.

The mean ri~tilig of Kogi State Secondary School teacher el'l'ectivcness

in class management docs not signit'icantly depend on organizational

clin~;~te.

The interaction eflitcr of school proprietorship and organizational

cliniate on class management of Kogi State Secondary School teachers

is 1101 sigtii l'icarir.

The niean rating of Kogi State Secondary School teacher effectiveness

on telicher disposition does not significantly clepend on school

proprietorship.

The mcan raring of Kogi Starc Secondary School teacher effectiveness

o n teacher disposition does not significantly depend on organizational

I,. 'Thc intcractiori effect of scl~ool proprietorship and organi~ational

clirnare in teacher el'l'cctivcness on teacher disposition of Kogi State

Secondary School tcachcrs is not Sign7titant.

13. The mean arriruclc score of teachers in Kogi State Scconclary Schools

docs not \igtiil'icantly dcpcncl on \chool proprietorship,

14. The mean arl~~uclc \core 01' lcactlerc in Kogi Secotidary School doc\ not

significantly depend on organizational cli~nate

15. The interaction effect of school proprietorship and organizational

climate on the mean rating of attitude score of teachers in Kogi State

Secondary Schools is not significant.

CI-IAIYI'ER TWO

I,Irl'E:I

22

Nigeria (Okafor, 9 ) Even rhe Aposrolic Pro-Nuncio to Nigeria,

Archbishop Carlo Maria Vigano ( 1997:54) addressing the Catholic com~nunity

o t ' ~he C:ollcgc of Education. Ankpa on Tuesday 41h February. 1997. had cause

riglll l ~ u t also the duty to cstahlistl and to manage \cliool\ at all levels ot'

cclucntion". The call by Okal i )~ ( 1'19 I :4) to "Polilico-social Value for Nigeria

Pli~ralism" and "Pragmatic Value of Religious Humanism" seems powerful

Nigcri~ln philosopliy'ol' cducarion. This might explain rlie rcastin why some

scco~lil:lry schools especially in rhe five Eastern states of Nigeria that were

li)rccl'ully taken over by the military governlxnt aAer the Nigerian civil war

have o ~ ~ c more reverted to their original owners. This has also bccn rclleclecl

in their names. For instance. IIoly Ghosl College. Owerri, was onc 01' the

schools taken over by government and renamed "Arugo High School, -,. r . . . . . . , . . . . . : . .

Owerri". 11 has hince been handed back and reverted to its original name. It

was believed hat lhc mission or church-related schools arlcl some private

schools were centres of academic and moral excellence. 4 - .-

Even in l'r~r away America. Lanier (1983: i8) made a case why black

parents chose Catholic Mission schools. The American public schools secrncd

to be centres of indiscipline with "kids screenling, running around the room,

throwing papers anel cursing each other". Black parents were ready to

willdraw their cllildrcn t'ro~n public sc l~)ols and enrol tllem i n neighhourhood

C'atl~olic Granirnar Schools and were willing to rake rwo jobs at a lime in

order to pay li)r tllc high tuirion in these private schools. 'The privarc schools

wcrc bclievccl lo Ii;~vc. high sraricl;lrds ol' behavior. discipline, anel cl'l'icic~icy

and thew invariatdy rctlccted i n the students' cxccllent pcrli~rniance in

ilcadcmics. Okali~r (1991:26) has argueel that "the cllurcli is no1 an amateur in

[he arcna of' eclucr-ltion". 01' course, otllcr private inclividuals, religious bodies

Nigeria) wcse free to have and r u n their own schools as well.

But there h;~vc also been I'ierce antagonists to privatc proprietorship 01'

schools and who t h i n k tlla~ the only "age of realism in Nigerian education is

the recent success of certain state govcrnmnts in the titkcover 01' ownership

~ ~ n c l adniinistration ol'schools from voluntary agencies ( I l'emc~ic, 1979: 88-80). . . ,

But how succcssl'ul was [his ~novc? I f i t was successful, then why is the issue

still topical. co11trove1-sial and being revisited'? Ifemezie ( 1979:89) had argued

[hat txcause of voluntary apcncy schwl.i ~ i g e r i a n youths I the same

co~nmu~lity were de~liccl tllc opportunity of growing up together . . . and were

psycl~ologically, ethically and cliploniatically kilo~ncters apart. "

The Nigeria11 civil war h a d given the East Central State ~ove rnnkn t the

u~lcl~allcngcd political i~nrnunity to I'o~.ccl'ully rakcover the voluntary agency

schools. Even tllc former state conlrnissiorlcr I'or education ill the li)rmcr

Wcnclcl Srarc, M:!jor A . A . 13alogun ( 1075) adclrcssing the opening sessioil ol'

thu joint consultitiivc conlrnittcc on education at Benin in February 1975 on the

11ccd I'or govcrnmcrlt takeover 01'scllools in various states in Nigeria resolutely

pronoi~~iccd:"It is wastcl'ul to leave education i n this country i n the hands 01'

businessmen. There should be no ha1 t' measures in government takeover of

scl~iools". And so. scllools were taken over by a governlncllt edict and 'I'iar'.

I-Icrc in Nigeria. in some status. especially ill the Eastern states, the

burning issue was wllctllcr, and how many voluntary agency schools, i f any,

shoulcl tw returwd to their original owners, since according to 0kaIi)r

( 1994: 14) " the takeover o!' church schools by the goverrlnlent was a colossal

error i n govcrnarw". Sonic other statcs tired much better. Kogi is one of .,,, ....r,

25

systcril wllcrcby, liw instatlcc, "to preserve [tic dc~iorlli~iation;~l cl~aractcr 01' tllc

school, pcoplc wllo were not x!cquatcly qualil'icd had bcerl appointccl

principals i n so~llc Muslirll schools". Tliis observation may htild true of somc

other types of' scllools. I n 1900. Ovi~rcvu (1996:2) la~ricntccl how both

secondary and public primary schwl pupils even in Lokoja nlctropolis of Kogi

State were yet lo report to their various schools weeks al'tcr the official

rcsuriiption after holidays "tiweby wasting precious ~nanhours resulting in

impropcr coverage of school syll~bus". Of coursc the teachers argued that the

wliolc thing reflected the i~discipliw in the society wlrcrc p;1rcIits do not

bother about their c1lil~Irc11s' sc l~ool i~~g, ancl more so as st~~clents were not irl

boarding which macfc i t clil'l'icult to control tlicm. On tlicir own side. the

studenls pointed lo the lack ot' teaching as mmy o!' !heir less qualified teaclicrs

wcr-c away li)r sa~idwicti courses. Of' course. students were afraid of Ilaving to

cleilr bushy scliool co~npocr~ids after holidays (Ovurevu, 1996). This rcscarcher

- < ,, . , " T . .t. . ' .,> , . recalls instances wllcrc, during 111s tcxhing practice supcrv ision cxercisc,

especially in village co~nrnunity scconclary schools, some principals had just

11ic Nigeria Ccrfi l'ici~tc 01' liIucatio11 ( N .C. E.). qualil'icat~o~l. ( 1 - .-

I - f ~ ~ c v c r , wh;itcver thc intentions 01' the owners 01' t tlcsc scco~idary

scl~ools, tliis rcscarcl~er is co~ivi~~ced 01' tlic li~ct tliat there is a11 organizational

climate within which thc tcaclicrs in any of' tliese school typcs operate and

26

within which stldcnts learn. ?'hat is tlic main li)cus ol' i~itcrcst in this study.

A I-cvicw of' studies 011 scllool proprietorship

The issue of school proprielorship has already been addressed above.

IIowcvcr. ;I little riiorc elahoralion by way of rcvicw of' a f iw sruclies will

t '~~r thcr (11 row 1 igli~ 0 1 1 tliis s~icky p~vb lcm. For this, the studies o!' Onuolia

( 1972). O t ~ l l i ( 1077) a1ie1 A.jibacIc ( 1080) i ~ r c l~igl~ligl~tcd.

Onuoha ( 1072). a brilliant Catliolic priest and tllcologian had shocked

the Calliolic world - at Icast i l l Easter11 Nigeria - when hc boldly supported

govcrwlicllt takcovcr of' scliools fro111 religious boclics inl~nccliately al'tcr the

Nigcrian.civil war. accusing lhc religious bodies of' using thc schools li)r

"clerical paternalism" and "rcligious dogmatism" while in his own view

schools slloi~ltl bc. " n~aturc, auto:~c)mous and secular" (Onuolia I % ? : 12) and,

a1 I~cst. ~c;\cli co~~.~p;\r;\tivc religion in schools. Such bold i d c h were very

u~ipalalablc at that point indii$tcrry.?n tertain quarters and of course attl-ackd

the wrirer queries and wentual suspension. 'The government went ahead- and

took over ~I ic scl~ools both at primary and sccorldary levels. This certainly was I' - .-

bound lo Iiavc ct'fects on education, perti)rmr\~icc. el isciplinc. both o ~ i p ~ ~ p i l s ,

However thc study of Ottali (1977) was very iniportanr and relevan1

rcgardirlg education sincc he clircctl y studied the inf'luericc 0 1 ' Stale lakc-over

27

ol'scllools on the teaching and srudy of Bible Knowledge in secondary schools

it1 Mbaitoli Ikcduru Division 01' t imwr East Central State. I Ic sought to

dctc.rminc the attitude ot' students and teachers towards Bible Knowledge

(J3.K.) since the take-ovcr. whether their attitude had any relevance

(corincction) to t!iei)cn carcfrcc attitude ot'studctlts and to suggest how hcsr to

tack!c the issues involved. He thcrctim hypothesied that there was a negative

attitude by students towards B.K. since the take-over, and that thc negative

attitude has been responsible li)r the low toric ot' discipline since the take-over,

and that B . K . teachers had not been com~nitrcd to their subject since the takc-

over and that nlany students who took B.K. i n t'inal exams passcd i t , and that

B.K. ranked low in student subject priorities. He structured 3 separate

clucstiorlnaircs: one for the students, one for the B.K. teachers, and one for the

p! ~ticipals.

But his finciings from rcsp0'n'ileii'Is sliOwed that attitudes of' studcrits to

B.K. wcrc still positivc and that they passed B.K. in West At'ricall School

Ccrtit'icatc (WASC). and that B.K. tea~licrs had been alilk to tlicir I* _ .-

rcsponsibilitics. Howcvcr- t!ic principals conksscd lack of discipline i n schools

eventhough B.K. had not been cleemp!iasizcd. He thercti)rc woridcrcd whether

[tic indiscipline in schools was because the churches quit the stage'?

28

Ottah's ( 1977) research findings arc very interesting because while

indiscipline was rampant in schools, teachers still taught B. K . eftkctively

(Judging irom WASC results) and had not dcemphasized B.K.,and students

still sa! for B.K. in l a r g numbers and passed i t . Of course, the explanation

could bc tll :~t B . K . Ilacl always :~ppcalcd lo stuclcr~ls ~ l ~ l e l k;~cI~crs ; I I ~ W;IS

?,cnerally regarded as the "soft-option" subject,,(of interesting stories) for .

~n~ljority of s:udcn:s w!?ethcr !hey wcrc scieiicc-oricarii.ed. o r arts-biased. But the

effect of govcrnrncnt take-over of schools actually showed on the discipline

mcl tone 01' rhc schools very negatively.

~ u t !he study of /\jibode (1989) rn;~rked a serious turning point on thc

proprietorship controversy since ownership of schools was revisited. Her study

was :!!I "analytical and critical examination of the problems, prospects and

implications of' the rebirth 01' private ownership of secondary schools in

Nigeria" (Aji!>odc, 1089:77). 'I'l~c study cxn~rlinccl the rolc 01' volu~itary .,,,.. ,'.,,.....> . .

~~gcncies and the government in the establ ishlnen~ and managclncnt of schools,

[lie ralionalc ti)r government take over of schools. She evaluated the situation

t m k to their fhrmcr proprictors. given the economic situation in the country.

Pre-!nclepende!ici. Eciucatio!~ Laws had streamlir~ed administration ot'

schoo!s into three: govcrnnrent, private and pvblic schools. Government

scl~ools wcrc t'ully owr~ed and riiairitai~lccl by goverrinierit while private scllools

were [!lose sponsored by proprietors (missionary. co~nrnunity , individual).

Public sc!iooIs wcre those schools inspected. assessed and found suitable and

put in the list to be assisted by government. The Free Universal Primary

Ec!ucatiorl (FL'PE) had ?ut all thew schools into the Public schools, and

therefore under govcrnmcnt. At the secondary Icvcl, take-over of schools

meant that the teachers became public or civil servants - being paid by

govcmncnt and all ~tionics rcalised !'rom school going into government cof'tkrs

and not individual proprietors' ptfckcts

Howcvcr as Ajibadc ( l98C):8 1 ) cornmented "as a result 01' the unplanned

and uncontrolled expansion of pri~nary and secondary education, quality of

eclucr~tiori gave way to clun~itity and the proprietors had free hands and even

u~iqualified teachers wcre engaged to teach or head schools". What could not

.,,,....*..,~ . . . 2 ' . happen i n such a siti~ation: embez/lement, abirscs ot' every type? Ajibade

(1089:85) theret'ore advised gi~ardcd caution to governments who because of'

t'i~iancial stress decided to allow proprietors free hands and insisted on I! - ..-

"appropriate strategies needed to check balance the operations of the voluntary

agcncies and make the system effective"

Proprietorship certainly touches perfor~nance and attitudes.

!

ad~ninistra~or and ~ l l e c~ lv i ron~ i i cn~ in which lie functions".

A co~npronlisc position scclns to be thc remark of Howard (1982: 189)

w ! ~ maintained tliat "though science can inform, i t cannot replace [lie practical

pcrspectivc". From this s~andpoint the work of' principals, for instance,

involves the deliberate and prudent use of self t o resolvc the day to day

problc~ns as cvcll :is those that arc long-range in order lo achieve set aims and

objectivcs. Thesc objectivcs as Bluniberg ( 1 %7:43) states are likely to be

"Kwping things going as peacetul as possible, dealing with conflict or

avoiding i t , healing woullds, supcrrvising the work of others, developing the

or-gani/.ution and imp!e~wnting educational ideas".

Different writers usc dif'lkrcnt expressions to highlight those basic ideas

cxprcsscd akovc, for insta:lce. Okckc (1979:332) describes administration as

.> . ccluc~rion invo!vec thc provision and ~tuintainance o!'tllc necessary nunpower

( I X ~ W I ~ I I ~ ~ ) ri!ic! plant ( l l~c i ! ! t ic~) in ordcr to render usc!'uI services lo ~ h o s c who

teach children with :I vicw to brir!g about .desired change in children's I ' - .-

Ixllav iou r " .

Thc whole idea 01' thc "Effective Schools' Movement" and eflkctive

schools' literature were attempts to revamp eclucation and improve schools.

')'lie ;irgLmcnt was that academic performance ot' students could be improved

if schools developed certain clear goals and if certain instructional technology

to achieve these goals were put in place and if educational participants

(principal, teachers and students) would adopt a business1 ike approach

(Burlingame, 1987). A lo! of research fuelled by interest in "effective schods"

Ilwe stressed the irnportr~ncc of strong administrative leadership (Edmund,

1979; Wyne, 1981). A few reformist efforts had also been explored and tried

out as htralegics to improve education just as in the business world like

"Management By Objectives" (MBO), and "Planning, Programming,

Budgeting Syr;:cim" (PPBS).

The researcher howevcr agrees with Lee (1987:79) that to understand

secondary sc!~ool administration "one must capture the complexity of the

principals' work and !r.:!st connect the school leader's activities with cont~xts

and conscc;uences". This.cur.rcnt..t.hinking is a shift of emphasis in the study

of the school as a closed social syytcm (Getzel and Cuba, 1957). Rather, the

current theory stuc!ics the school as an open system in which many ti)rces from I ' . ..

outside impinge on thc organization (Campbe!, 1982). In these opcn systcni

organizatiorls, individuais who have their individi~al goals, work and are also

workcc! upon for- achicvcnxnt of hig!w goah. The contingency theory is one

o!' suc!~ !hcories. ?':)is contingency theory in, and o!' school acllninislra~ion

33

c!larxtcristics o!' the organizational forces tliat influence and explain [hc

rchtionshlps bctwc.cn enviro~lnwnt. management and performance variables.

'I'llis is seen as a key to understanding the managcmcnt process itself (Fiedlcr,

1067).

Lxc ( 1987:70-00) reported a case study ot' Emerson Junior High School

(EJI-!S) Iicaclcc! by 1,ancastcr. Multiple mctliods ill ~nu l tiplc lcvcls o f [lie school

orga~li/ation wcrc used to cx:~minc the action of the principal, the rclatiunsl~ips

among various elements 01' [lie context and the meanings that or-gani;ratio~iaI

mcrnbcrs attached to the principaf s behavior.

'A typical day li)r La~lc:~srcr at school illustrated sevcral characteristics

o!' her work as principal 01' Emerson. Her activities were various and

(!is-joinred but she was rcsponsivc to a!! the unanticipated situations and ~rlost

times the is'iucs t l l ; ~ t c~lgagcd llcr til~lc wcrc not dircctly concerned with

., ,,-. . -:. '. . ..'a . niattcrs 01' tcaclli~ig and learning and i t was less common ti)r her even to

iniriarc. But one could discern that she had something for everyone. Tcaclicrs

dcscrihcd her as "a student advocatc who cares a lot about kids" and wllo , _ .*.

p~~sl lcs for cxccl!cnce i n education. She was eclually conccrnccl about stat'!

s;~tist'i~c!ion hclicving that teachers nirdc their bcst contribution when they

cxycric~lccd support I'ro~n thcir administrtltor and cou!d exercise some

3 4

She createt! shared perceptions among school participants which

contributed to the achievement of' desired outcomes. Her routine actions were

communicating with staff., students, conlmunity, district, monitoring both the

work operations and thc orderliness of the school, scheduling, organizing,

;illocating resources !i)r carrying out the work, and governing in matters of

safety and order. Thus much of "her leadership was directed at setting

conditions for teaching and learning to take place". For her thc school belongs

to the "service organizations" wlwrc "people are the most important". She

thercl'orc crwrcd security of ' both stal'!' and students. She kept stal't' and

studcnts informed through an eff'ective network of communications about

!o;,istics. policies and procedures. Her approach reflected a humanistic

orientation. She displayed interest in stlrdents personal life. The positive work

environment resultcd in studcnt and staff cooperation. Staff recognized her as r r ,"i.il. .,. ., ..?> . .

;I rnodcl and t!lcrc was a atmosphere and positive relations with the

outside community. She was secn as a protector and I'ighter 1i)r stal'l' and

students' rights from whatevcr quartcys, even from the governlnent. * .-

She conducted cupervi\ions wnctimes informally and entrusted her

as\i\tants with work and responsibility and staff knew exactly what she

expected ofthcm. She was simply tireless in her work in the school. ,411 these

helped to gcneratc high levels of satisfaction which the staff exprcsscd about

3 5

Erncrson and contributed to their common perceptions about general goals,

values and priorities at Emerson. A co-researcher of Lee sunl~ned i t all up:

"Everything seems to blend together in an unindifferentiatcd jumble of

activities that are presuniably relaled however remotedly, to the ongoing

rhytli~n ot' purpose 01' the largcr cntcrprisc" (Morris ct al. 1982:W)).

It is the contention of this present study that Lancaster's type of non-

authoritarian leadership style wilh great personal warmth, humour and caring

whic!i shaped a safe, p!casnnt and enriching work environment at Emerson that

gencratcd positive attitudes and effectiveness in the teachers arc co~mected, but

!]!at ~!lcsc arc lacking in Kogi State secondary schools. 'Thus this study

invcstigaled ~Ilc relalionship of !be school type and organizational cli~rla!c

(believed to !w created in part by thc pri~~cipals) and teacher ct'lkctivencss and

a!titudes to ~eaching i n Kogi State secondary scliools.

, < ,, ... .;. 4 ' . ' . .1

'I'hc Co~ice~!? aud Factors of Orgaliizational Climate

Owens ( 108! : 191) describes organizational climate as the psychological

contcxt in which organizational behA'vioi- 'is embedded. I t rcfers to the

"at~nospherc" o r "feeling" or "clirnate" or "tone" or "culture" and "ethos"

which characterizes [he organization and wiihin which behavior takes place

and which gives rise to the notion o!' person-environment interaction..

organization as tlic social contcxt in which each individual's personality is

expressed or repressed, is congruent or discrepant in varying degrees. The

earlier main proponents of the school organization as a closed system who

cniploycd tlic social systc~ii nioclel hat! hccn Gctzel and Guba (1954; 1955;

1957) and saw cclucatio~ial aclr~ii~iistration as a social process. l'licy drew

attention to t!ic "noniotlxtic" and "icliographic" dimensions, that is the role

expectations ol' the work anc! the nccd dispositions of the individual. These,

xcorcling to them. clc:~I wirh t!ic nornlativc expectations arid tlic per-sorial riecels

congruency or discrepancy of' these two ciirtiensions.

Maslow ( 1970) towing a related line, has drawn attention to the

motivational nccc!s which must bc t'ull'i!!cJ I'or high rrioralc whilc I--1cr;rbcrg

bc assiciuously avoidcd. PcrfW%liWic of'thc individual i n ~Iic orynization is

'I'agiuri and I,itwi~! (1908) s w oqgani/.ation;~l climate as a r~lativcly If - .-

c:>c!uring qua1 iry of' intcrrlal c~iviro~i~ticnt of an organization that

!)) in!'!uc!~ccs [!lei r bcliavior, arid

37

c) can bc described i l l ter~ns of t ! ~ values of' a particular set of'

characteristics (or attributes) of an organi/.ation. Thc above dc t'init ion implies

that scl~ools, for example, have their

which characterize thcn~ and which

way tlley behave.

internal quality and their specific clirnatc

intlucncc members in that school in the

A somewhat si~ni!;lr description o!' organizational climate by Pritcllard

and Karasick (1973:83) is noteworthy also. They sce organizational climate as

. . . a relatively enduring quality of an organization's internal cnvironn~cnt distinguishing I t I'rom otller org;~nimtions i\) which results i'rom the behavior and policies 01' ~neml)ers 01' the organization especially top nlanngelnent, which is perceived by 1.1;emhcrs ot' the organization which scrvcs as a basis t'or interpreting r ! ~ situation and acts as a source of prcssurc for directing activity.

'!'he abovc long ciet'inition cIcarIy Iiigliligllts among other things the role ol'

nla!layncnt as a signil'icant con~ributor to the organizational climate.

!t would s c c ! ~ Iiowcl.ver that rnc?st conceptualizations 01' organizational - a ,,.. ,,!. ..' .. ' .'J

climate look back to I-Ialpin (1006:!31) w ! ~ by analogy ~nai!.ltaincd t h t

"pc!-su:lali~y is to the i~icliviciual cv!la~ organi-/ationa! cliniate is to tile

or-ganization". !I is a!s:) asscrrcd' thit"'it was I!a!pin anr! Croft (1962) who

I Ia!pi!l a x ! Cro!'t ( ! 902) assu~ncc' that the perceptions of people in that

organization are a valid sourct. of data, that is, that whatever people in the ' I

organizztion perceive as their cxpcricrlce is thc reality to be described. I t was

on the basis of this assumption that Halpiil and Crol't studied and worked out

an or!:anizationaI climate description questionnaire (OCDQ) with factors . I

perceived as favourable or unfnvourablc by teachers. They looked at eight

! i I i , , > * \ ( ,

l';lctors which were ~larrowcd down to two clusters 01' I'actors. The I'irst four

factors wliich form t!ic first clustcr describe the perception of the members

of the group as a hu~nan group. They include: Intimacy, Disengagement,

~ s ~ r i t . I-Iintlrance. The second cluster of Sour tictors cleal with the leader of

the group (the principal) in thc way he is perceived by his subjects (the

!eacliers) and these Sactors spcak and touch squarely on his lcadcrship style.

r > !hey incluck: Thrust, Consideration, Aloof'liess, and Production emphasis.

A little explanation ofenc!~ of' the f'xtors in [lie two clusters will f'urtlicr

llclp to illustrate tl~e perceptions clearly. Iialpin and Crol't (1962) explained -,,, .-...- , . I : '

cad! o t' !!lcsc l'r~c:ors, arid E!icautor ( 1993) !'brtIier c!aril'ied tlwm.

Intimacy rc!i.rs tc) t ! ~ clegscc o t' social co!~esivene.ss of tcachcrs in a school.

!I also refers to t ! ~ c!:!:!!ity and cxttht -Of'-social interaction, to the extent to

wl~icil the teachers sharc their private lives with each other and exchange

co!l!'ide!lces. In schools characterized by high intimacy, eventl~ough teachers

39

may belong to di!'!'crcnt academic dcpartnen:~, they still socialize together

even ou\

40

administration work as impeding their teaching. In a school charactcrizcd by

high hindrance thcre is too much time spent o n those areas that refer to

scheduling ax! orgmizing, like malting out timc tables, setting and marking

o!'papcrs and :oo much table work e.g. working on continuous asscssmcn~ am!

grading, at the expense of actual!y c!oing t!ie teaching work in [lie classroo~ii.

The issues anc! ins[:lnccs o!' scheduling, organizing and rulcs ;Ire actually

re!ativc and related LLIIL! preparatory to instruction and do take some percentage

of' the teacher's time and work but they sliould not replace thc actual teaching

am! inc!ruc!ion.

r v - u i:lrr!st refers to the dynamic behavior with which thc principal sets

harr,'work;l~g exa!r~ply. Thc principal who has high thrust displays a lor ol'

"tlmc on task" and is all i~ispir;~!ion and rnodcl o f Ilard work to tllc stall'

because hc is a go-getter :mc! gc'ts !!lings done and et'fkcted with despatch and

is strongiy c!cdicarcd to his duty a id very co~iscientious in his work. ., , r - . 9 C l . .?. ., '." I .

C o i ! ~ i d ~ r ~ t i ~ i ; is scc~? as tlic cxtmt to which rhc principal trcats the tcacllcrs

with dignity and concern. Where there is high corisideration, the principal is

it~rcrestcd in stat'!' personal lives a~ id prdgress and welfare and trcats staf'witli

rcspcci. The ~rinciprll ir. such 3 school has very humanistic approach and sees

himelt' at the ccntrc of a service organization.

4 1

A..!o!~f'!:ess is thc degree or extent to which !!~c principal is described as

nlaintaining - social distance. Hc cwld bc perceived as cold and distant or as

warn1 a x ! friend!^. Where there is low or minimum degree o!' alool'ness, the

prixipa! is zea!ous and involved, making hirnsel!' available and answers

questions n5out proccdures, policie~ and resources, and spcnds a good deal of

tinc orienting new staff, students (and others connected with the schoc\l). I-Ic

shows keen interest ir! the school work and protects the interests of workers

and s:udents alike owking their concerns his owrl.

?rod:rce:w Xh;p:xs:s !neaw!-cs t ! ~ extent to whic!~ the principal trics to get

tile sta!'!' to work !~nrdcr by close su~crvision, being directive and dc~nanding

rcsults. A priricipal high on production emphasis also enlploys monitoriilg

devices whet!ler direct or indirect and other chccks and balances to get the

stat'!' work harder at their tasks.

HaIpin and Cro!'ts' study (!962) further idcntif'ieci s i x organizational ., ,,\..'. ... ,'.>a ' .

clilna~e t y p , narncly: open, au!o!~ornous. controlled, familiar, paternal and

closctl - a11 as channcls of com~nunication, strongly believing that the

principal's approach is associated w(ith t l k pel-!i)rrnance of the staff' and that

tlie principa! sets the tone o!' thc scliool. A small explanation 01' thc clirnatc

t y y s will a!so elucidate the importance of the principal's leadership style and

. . ?ow I I Impacts on the organization and his staff. Silver's ( 1 983) approach and

cxl.!anation and Encasator's (1993) approac!i arc utili/.cd in explaining the

clilnatc types which !i)!low.

Open Org~r:i;r,at,io~ra!. climate type: This is a lively type of school with clear

goals and providing satis!.action for the nceds of' the nlcmbcrs. Tlicrc is.

congruency between the individual's nceds and organizational goals. It is

characterized by high degree of thrust and esprit and low disengagement i.c.

teachcrs participate and a te highly il~volved in school affairs and activities.

Th!c wou!c! be the counterpart or tl.ayl\lilt~ to Mouton and Blake's (1964)

"Intcy-ated leaders!?ipW where work is accompli\hed by highly motivated and

co!nmi::ed people and t5ere i \ de!egation, p~irticipation, f'rec and open

co:nmunication to ;lid team work. Ir! ordimry parlance one would call this

"democratic leadership" which a!so operates through "open-door policy".

Achille's ( 1987) corr,elat~:s .o.C efl'ectivc schools' arc relcvant at [his

point. I!e !lad idcr~tificd a climate that is safe and ordcr!y without being rigid

or repressive, where expectation o!' behavior is developed, wherc motivational I ' _ .-

clcviccs s:rcss the positive, rcspcc! and pride pcrmcntc tlw building; ;~nd cspril

. . ;!!nong stall and students arc cvidcn!; and where buildings and grounds arc

neat due to e!'for!s o!' sc!?ool and comlnunity groups.

43

Autonon!ous school climate: This is l ike balanced leadership whcrc

equilibrium is achieved ant! cx[rcInCs art' avoided. Esprit and intinlacy are high

but littlc disengagcmer,t and hindrance and also Icss production emphasis.

'r ~cac!lers go about thcir work I'recly and ful f i l their socia! nceds as they wish.

upon but 'css or1 satishetion (consii!eration) of tlw individual's social needs.

Thc principal in such a schoo! a!lows little consultation and is more o!' thc

;,ut!?ori:arian type and adopts officious approach that may later bring

17alni''?r schc::! climatc: 'There is !it!lc production emphasis bat high

cotisidcr:~tior~ mcl intinacy. A t'ricndly at~nosp!~erc is pcrcq~tiblc but little or

I'i!tcrw! sc!~os! cli!r:att\: In suc!~ a schoo!, the principal a :s as a hither to his -, ,,-.+- !. .:' .~ '.I..

tt'acl!cr$ but wt ailowing them to take on responsibility. The primary atten!iorl

is to pieasc the teachers but production emphasis is op'y incidental. In such a

c!i!r!atc o!.gar:izational goalc are boukici to 'k~i 'kr as it should he known 'that the

princl; -! should not just Sc scen 2s being there to t!lrow partics l i ~ r staff but

to gct orgx~izatiorul tasks pcrt'orrned. This is rnerttly "people-oriented

. 44

leadership".

Cl.cse2 SC".~L.! c?~::.'.!,e fyyc: In this t y x of sc!?oo! climate, b o ~ h principal and

teachers disp!~;y :s high spirit of' ap2t.h~ or indifircnce. Nci~ller welfare of

!c:!c'?er-s nor effective cher:ne:Iing of' xtivitics to organiza~ional goals are

?crct.n:15ie. T lwc is l ack ct' co~:sldurs:io!? for s!a!'f and gcrieral inel'fcclive

lea2ctrsl!ir>. Low mordc a d low t l : ~ s ! are s!lown. T!~is c!osely approaches [he

Exasator (!993:91) has provided a kb!e (Table 1) showing a sumnlary

! YS4). A hostik comn:unity or neighbourhood could equally complicate and

. . v m t c !!:e operations in a school by fomenting trouble tor ~ l l a t school ;., all

i I : ' I . ! I I ! o ! s i i,vw ;-i~gh I Yil;,!l i I i Low -. . -- .. ---,-

f JIigh ; I ! I

I I 7- ___C , , ,, c . o ! ! ~ 2 c w 1 !IF,:! , i\vcr:lgv 1 LOW : iiigh / H ~ y l r i LOW I

i I I i; :i(y! I I I I I I

r y ~ ~ -

:; 'T'l!rust i '--

i * I Avrragu 1 Avcragc I Average / Average / ~ . O W * 1 -- --P

1 Open O O Covtrolcd Dincnsion I I:--

I

!.>ow

a u r a l

I Jiindrance / Low

Closed 1 I

Low 1 I-! ig!i ! Low *---A ' - Aver:l,pe I il,igh , j Fiiph ' 1 I / Low I I I -

1 I Average I

I-ligh ,

46

a:t.r:x!ive m d that will encoura2,e them to do t!leir job well w i h zeal and

ir!!erest ~ ' ~ x e teachers are t!le key resource in t!le school.

y very !'ew studies have been carried out directly on

org:~riz:!!Ior?al c!imate but there are a lot of studies which have stlldied

worker's job satislitction or other variables like principal's leadership stylc

so!w of w5ich mi!y have re!evar?ce to organi;lational climate. Most of ~tlese

s!cc'ies were carr;l:d ou! in North Amrica and Canada. For instance, Andrew

(! $55) invest.;gater,! the yattttrns of rekionshi? between staff characteristics,

Cf rzore direct reievance was Sergeant's (1967) study on organizational

c!irr.::tc: c.f' 3;gh schools. -Hedd.is'c~Ver'ed that staff p i t i o n , teacher satisfaction

47

(p. 142). A somewhat earlier similar study by Friedlander and Greenberg

(1971) ~ I I effect of Job Attitudes, training and organizational climate on

performance of hardcore unemployed blacks showed that any change that took

place on pe~';.>rmance was due to the supportive or non-supportive nature of

the organizational climate which happened to be created by the dominant white

culture.

Back home in Nigeria, six studies were examined: Ibukun (1981),

Egeo!x (!983), A!tanbi (1986), Ikeme and Nwachukwu (1987), Olaitan (1987)

and Eneasator ( I 993).

l'ou!tun (1981) rese,'-ched into Principal leadership style as a correlate

of school success in Ondo State, Nigeria. Me was preoccupied with such

questions like which principal leadership styles were in use and dominant in

that state, t5e !eve1 of success in the secondary schools and the relationship

.< , , l . C I d ' between prlxipal !eadershlp style ';ii?d succcss in such schools. He found out

that the level o!' success (performance) had nothing to do with sex, age, or

work experience of the principal concerned. He identified and operated with 0 _...

Sour ciiscernib!,e leadership styles of principals who were

a) High-people - High job ohn ted .

b) Xigh-people - Low job oriented,

c ) Low-people - Eigh job oriented,

d) Low-people - Low job oriented.

He saw that no single one of the leadership styles in the state could be

regarded as dominant in the state and generally the level of performance in the

state at the time of the study was low which he preferred to attribute was

traceable to personnel and resource situation in the state and not to leadership

style as independent factor for school success. He maintained that other intra-

organizational variables like school climate and resource situation would be

more relevant in predicting school performance rather than leadership style.

Tl is stand ot' course is in direct contrast to what some other researchers have

claimed, e.g. Nwankwo (1979) had found out in Imo State that leadership style

was generally related to performance (school success). It also appeared that

ISukum was not towing the line of Ha!pin and Croft which this present study

is u s i ~ ~ g as a base.

Egeonu (1983) investigated what power base principals in Imo State ,, , , * . . *q * ,*. ,,+*.I* ' .

Second~ry schools had and how effectively it was exercised and how these

affected school clii..ate. From a correlational analysis, it was evident to her

that principals had very little eff~ctive - .- power base and that this adversely

affected school ~ ! h a t e . It must be noted though, that Egeonu looked at

c!irnzte as a depecdent variable. This implies that as principals felt powerless '

or that they were not free to change or initiate a lot of things outside ministry

pv!icies, they felt emascu1;~d and therefore less enthusiastic to create or shape

a more positively challenging and stimulating atmosphere within which to

operate to achieve educational goa!s.

In his owr, srudy, Akant)i (1986) investigated the extent to which staff

of Kwara State Coi!eges were satisfied and their level of commitment and how

these related to their job performance. Interestingly, the levels of teacher's job

satisfaction and institutional task performance were found to be significantly

high though no significant relationships on the basis of gender differences. His

study has relevance and !inks with organizational c!imate because it is felt that

s't'aff job satisfaction must have resulted because of fulfilled needs and

supportive work environment and these correlated, if not resulted in

imtitutional task performance and effectiveness.

The study of Ikenle and Nwachukwu (1987) was on job satisfaction . I , b *. .c1. .l. > ' ,'* ' .

among teachers of Federal Government Colleges (FGCs) and is therefore

considered relevant also. It investigated the extent to which teachers in F.G.Cs

were satisfied with their job as they relate - .- to resources for task performance,

school administration, colleagues, employers, salary and promotion prospects.

Surprisingly enough, the teachers were generally satisfied with most aspects

of their job. They were particdarly happy with their fringe benefits, the

cooperative relationship among staff and even the school administration. The

50

only areas of dissatisfaction were in salary and promotion prospects. However

even these dissatisfactory areas seemed quite manageable since they were quite

comfortable with fringe beneCits and other working relationships and security

conditions of their work and had the firm hope that their salaries and

promotions would come one day, however delayed. Thus, on the whole, the

teachers were quite happy doing the work. This is a necessary 'condition for

consf ientious performance of their job and therefore squarely touches the area

of organizational climate. The study therefore indicated that a climate high in

esprit (morale), high intimacy, low engagement and high thrust was an open

climate and correlated positively with conscientious work performance and

effectiveness.

In a similar vein, Olaitan (1987) studied the correlates of job

sqtiqfaction of Academic staff of Nigerian Universities taking the academic

staff of the University ot"N@i-Ta:"Ns~kka, as a case in point. He found out

that irrespective of their rank and position, the academic staff were not

satisfied with their working condition and academic growth (opportunities), , I _ . . I .

though female lecturers felt happier than their male counterparts. This could

be because the women felt maximum self actualization in a society still battling

for social empowerment and liberation especially since women had been

traditionally co~ditioned and expected by a male-dominated culture to perform

5 1

best in the bedroom, kitchen and farmland, while the man is the breadwinner

in the f2mily.. Of course, Olaitan was convinced that only a satisfying job

would enhance maximiim input with a corresponding output necessary for

manpower development. Of course, the unspoken intention and implication

was that the operators and employers of the academic staff of Nigerian

universities should take note for necessary action on their side in creating

satisfying workigg conditions.

On his own side Eneasator (1993) investigated anlong other things, what

type of organizatior7.al climate prevailed in Nigerian Colleges of Education

(NCOE) and to what extent the academic staffjob satisfaction depended on the

!eadership s!yle of the provosts. He discovered that different leadership styles

adopted by different provosts led to different levels of staff satisfaction. He

further noted that the closed organizational c!imate type prevailed in N.C.O.Es

and that staff did not feel it w m ~ l ~ i ' t ~ t h t y to be involved and committed to the

organizahxil goals and that there was low satisfaction also.

Different aspects of the organizational rna.ke up and work aspect have , I _ -+

been roucbed by the foregoing studies and it seems arguable that organizational

climate is clearly related to the performance and even attitudes of those who

work i? them. All the reviewed studies were conducted outside Kogi State of

Nigeria and this wesent study therefore took a look at Kogi State secondary .

schools to see how the organiza.tiona1 climate in it are related as factors of

teacher effectiveness and attitudes to teaching.

The Concept and indtcators of Teacher Effectiveness

Since the teacher, according to Gagne (1975) is one who causes another

to be able to do something or gain knowledge and skill thereby promoting

learnin!: ar?d instruction, teacher effectiveness can therefore be defined as

ability to bring about the intended results through teaching. Effective teaching

and Icar~ing will therefore invariably link teachers behavior with student

per4'.rrnance (Borich, 1988).

Weber (1977) had maintained that teaching consists of two major sets

of activities: instruction and rn;magernent. Instruction is described by Gagne

(1975:2) as "the set of everllts designed to initiate, activate and support learning

in the human !earnerv. .$ , , % . . C h , * . , > . . , 1 * .

,The "effective schools movement" came in the wake of effo'rts to

reform schools. The presumption was that there was a mismatch between the

expectations and the. realities frbm schooling.

The performance of teachers can duly be assessed, and has been

assessed from different angles and by different experts (and non experts alike).

But for purposes of the classroom, basically the competences to measure in

performance, and therefore effectiveness, could be classified into three broad

;lsscsslllcl~~ !lls~r~~!1l~.'~lts:

a ) Teaching ?lm mate ria!^ (TPM), Classroom Procedures (CP), and (c)

Interpersonal skil!s ( is) (Ellet, 1987). Usually most assessment forms for

teaching supervision of different categories of student teachers are drawn very

closely along those lines.

Some writers have tried to highlight one aspect or the' other of this

inexhaustible concent called teacher effectiveness. For instance, from a

counsel!or's perspective, Rogersc(i967, 1909) sees the teacher as a facilitator

of learning and therefore emphasizes the qualities of 'realness', 'acceptance',

'trust' and 'empathic understanding' of the student. Ohaji (1983) agrees that

teacher-student relationship is a necessary ingredient in student academic

achievement. He confirmed that there was high positive correlation between

academic results of students who enjoyed the teacher's high positive regard as ., , , * . "1 . 7 . I "I* . .

opposed to those who did not. Thus the quality and level of positive regard of

a teacher for his students counts as a measure of tcacher effectiveness in that

regard. I t - .-.

Ikeme and Oforma (1990) have identified and itemized thirty six

competences reauired for effective teaching of French and their preparation

adequacy. Every subject and discip!ine has its own goals or aims intended by

t h ~ discipline and these are also measures for assessing the effectiveness of

teachers who brine, them about in those they Beach or through their teaching.

The American innovatibn and experiment known as Criterion or

Performance Based Teacher Education (CIPBTE) was to ensure effectiveness

in education (Magoon, 1976). Of course it had also been earlier indicated that '

"the effective schools movement" or "vision of Better schools" were aimed at

quaiitative education (Burglingame, 1987).

The Eng!ish.!arnes Report (1972) had pungently outlined the goals of

teacher education as no less thm building a body of teachers well prepared

academically and professiona!ly to sustain the formidable task to which they

are ca!!ed: to guide each generation of children into a full appreciation of the

culture, to quicken their social and moral awareness, to enhance their

ir?!el!ectual abi!ities to the highest standard of which it is capable and to

deve!op their pract;cal ari~t'~th'iaii''Ski'11~ so that each may be enabled to make

his or her maximum contribution to the health, wealth and harmony of a

democratic, society. , I ..:.

The goals of the above James Report (!972) are not much different

from the purposes and objectives of Nigeria's Teacher Education. These, then,

could be and are measures for teacher effectiveness. It would then seem no

one is in doubt about what is expected from schooling or from teaching and

learning.

Review of Studies on Teach t .~ Effectiveness

Many factors portray teacher effectiveness as several researchers like

Ikeme and Oforma (1990), Ali and Akubue (1990), Mkpa and Mkpa (1992)

have shown. The study by A!i and Akubue (1990:220) had developed and

tested a 13-item inventory fo'r measuring teacher effectiveness. From their

sgrvey, !!ley came up with a list in order of ranking of what respondents

regarded as constituting personality and other characteristics which constitute

effective teaching or the effective teacher. Some of them and the order in

which they were ranked axJ rated highly were:

the teacher who was quite ilelpj&d to the student in his work by

explaining, clarifying anti u.sing examples to illustrate ideas, concepts,

topics etc,

the' teacher who is w q m , friendiy and approachable, .+ 6,.. ."$. 7. $ '

the teacher who communicates content, ideas, effectively and succintly

etc.

t!x teacher who has thbrough grasp of the subject he is expected to

teach,

the teacher who displays fairness and firmness in working with students,

56

6. the teacher who shows promptness and business like attitude to

teaching,

7 . the teacher who is confident, cultured and refined,

9. the teacher with good appearance,

10. the + L C ~ L ~ ~ G L A-L-- who makes stude!!is work k3r~! e:c.

In th present study, some of the above Ali and Akubue's (1990) list find

their way either as items in teacher effectiveness measures or even as items in

the attitude measilres. This is because one cannot easi!y divorse ones

performance and effectiveness from ones attitude or personality.

Teachers who obtained low scores on these selected measures of

ef?'er.~:veness would therefore 5e regarded as ineffective eventhough there were

many otber unassessed areas where the same teachers might have excelled.

I-Iowever, a significant finding in literature on teacher effectiveness is that it

has to do wit5 *:'le basic fact of kno,wing how and what to do well the amount .' ,, .. 4 W T . .t ,, * +*

of work load (of whatever description) a teacher can carry.

9-1 ~ n e effective teacher knows that he should not be overburdened with

too many outside assiinments (hind&ce) which distract him and leave him

little time to face his main: job of teaching and facilitation of learning. Still

such &ties were found to1 occppy a lot of teacher's time e.g. attending or

organizkg staff meetings or skills in handling unanticipated classroom events

5 7

and laboratory management which training did not provide him how to handle

(Ali and Akubue, 1990). But these are still part of the schedule of the science

teacher, for example. It is the contention of this present study that teacher

effectiveness, as measured by the four selected cluster measures, are

contingent upon and factors of the type of organizational climate since the

organizations! climate wi!I provide a supportive or non-supportive environment

for performing what one intends to do.

The Concept and indicators of Attitudes

An attitude: is the mindset, approach or mentality towards something

which therefore col.~!d be negative or positive. Certain factors affect attitudes.

There are, for example, motivational factors or whatever causes, that arouse

and stiimu!ate one's interest and desire to do something. Training, (i.e

professionalism and guidingspiYit'~f t'he work) administrative, socio-political

and economic factors, among other