ASSESSMENT OF ORGANIZATIONAL CULTURE AS PREDICTORS OF TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE
Abstract:
This study aims to assess the relationship between organizational culture and teachers’ performance in public secondary schools in Oyo State. Organizational culture plays a vital role in shaping the behavior, attitudes, and performance of employees within an organization. In the context of education, the organizational culture of a school can significantly impact the performance and effectiveness of its teaching staff.
The study adopts a quantitative research design, employing structured questionnaires to collect data from a sample of teachers working in public secondary schools in Oyo State. The questionnaires are designed to measure the dimensions of organizational culture, such as leadership style, communication patterns, teamwork, and innovation. Teachers’ performance is assessed based on indicators such as student academic achievement, instructional quality, and professional development.
The collected data will be analyzed using appropriate statistical techniques, including correlation and regression analysis, to determine the extent to which organizational culture predicts teachers’ performance. The findings will provide valuable insights into the relationship between organizational culture and teacher effectiveness, as well as identify specific dimensions of culture that are more influential in driving performance outcomes.
The results of this study will have significant implications for educational policymakers, school administrators, and teachers in Oyo State. By understanding the impact of organizational culture on teacher performance, policymakers can develop strategies and interventions to enhance organizational culture in schools. School administrators can use the findings to identify areas for improvement in their schools’ culture and implement targeted interventions to foster a positive and supportive work environment. Additionally, teachers can gain insights into how organizational culture influences their performance and job satisfaction, enabling them to make informed decisions about their professional development and career choices.
In conclusion, this research study aims to contribute to the existing body of knowledge on the relationship between organizational culture and teachers’ performance. By examining the specific context of public secondary schools in Oyo State, the study will provide valuable insights into the factors that underpin effective teaching in the region. The findings will serve as a foundation for future research and inform educational practices aimed at improving teacher performance and overall educational outcomes in Oyo State.
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