WORK ENVIRONMENT AS PREDICTOR OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the role of the work environment as a predictor of teachers’ job performance in public secondary schools in Anambra State. The work environment encompasses various factors, including physical conditions, organizational culture, leadership practices, and colleague interactions, which collectively shape the overall working conditions experienced by teachers. Understanding the influence of the work environment on job performance is crucial for improving educational outcomes and enhancing teacher effectiveness.
A mixed-methods research design was employed, combining quantitative data obtained through a structured questionnaire and qualitative data gathered through semi-structured interviews. The sample consisted of teachers from various public secondary schools in Anambra State, selected using a stratified random sampling technique. The quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis, while the qualitative data were subjected to thematic analysis.
The findings reveal that the work environment significantly predicts teachers’ job performance in public secondary schools in Anambra State. Specifically, positive physical conditions, such as well-maintained facilities and adequate resources, were associated with higher levels of job performance. Moreover, a supportive organizational culture characterized by trust, collaboration, and recognition positively influenced teachers’ job performance. Effective leadership practices, including clear communication, instructional support, and professional development opportunities, were also found to be significant predictors of job performance. Additionally, positive colleague interactions, such as teamwork and mutual support, played a crucial role in enhancing teachers’ performance.
These findings have important implications for educational policymakers, school administrators, and teachers themselves. Improving the work environment in public secondary schools through investments in infrastructure, resources, and supportive policies can positively impact teachers’ job performance. Furthermore, fostering a positive organizational culture, providing effective leadership, and promoting collaborative interactions among teachers can contribute to enhancing overall job performance. By recognizing the significance of the work environment, stakeholders can create a conducive atmosphere that facilitates teacher effectiveness and ultimately improves the quality of education in Anambra State.
Keywords: work environment, job performance, public secondary schools, Anambra State, physical conditions, organizational culture, leadership practices, colleague interactions.
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