ABSTRACT

This study evaluated the influence of organizational climate on teacher's job performance in

Public Secondary Schools in Aba Education Zone. The study adopted a descriptive survey

research design. Multi stage sampling technique was used to determine the sample size. Simple

random was used to collect primary data using a researcher structured questionnaire titled

"Influence of Organizational Climate on Teachers' Job Performance Questionnaire (IOCTJPQ)",

which was issued to two hundred (200) respondents, consisting of thirty (30) principals and one

hundred and seventy(170) teachers. The mean ratings and standard deviation values were used to

assess the responds of the respondents regarding the research questions. Independent samples t-

test was used to test hypotheses. The analysis was conducted using the Statistical Package for

Social Sciences (SPSS) version 25. The findings of the study show that open organizational

climate promotes unity, motivates, and increases good personal relationship and influences

teachers' job performance to a high extent. The result of the findings also indicated that closed

organizational climate does not protect the interest of the teachers' welfare and that it mars job

performance as perceived by the respondents to a high extent. Again, the result of the finding

shows that controlled organizational climate and teachers job performance influences teachers

job performance to a high extent among others.. The inferential statistic results revealed that

there is no significant difference between the mean rating of teachers and principals on the extent

open organizational climate influence teachers' job performance. Secondly, that there is no

significant difference between the mean ratings of teachers and principals on the extent closed

organizational climate influence teachers' job performance. The researcher recommended among

others that deliberate efforts should be made for the creation of conducive and collegial

atmosphere by all the stakeholders of public secondary schools in order to improve on the

existing school climate.