ABSTRACT

 The decline in teachers’ productivity in secondary schools in South-East, Nigeria has become a source of concern and worry to the stakeholders of education in the area. This could be attributed to the organizational climate determinants that exist in the secondary schools. Therefore the study investigated Organisational Climate and Teachers’ Productivity in the Administration of Public Secondary Schools in South-East, Nigeria, with eight research questions and eight hypotheses, using a correlation survey research design. The population was 28, 235 principals and teachers in public secondary schools. The sample was 1, 412 principals and teachers drawn through proportionate stratified sampling technique. Data were collected with Organisational Climate Questionnaire (OCQ) and Teachers’ Productivity Questionnaire (TPQ). The responses were rated using four-point scale of; Very High Level (VHL, 4), High Level (HL, 3), Low Level (LL, 2) and Very Low Level (VLL, 1). Two experts in Department of Educational Management Department and one in Department of Measurement and Evaluation, College of Education, Michael Okpara University of Agriculture, Umudike validated the instruments. The reliability indices were .75 and .81. 1, 412 copies of both questionnaires were administered with the help of three (3) research assistants; only 1, 408 copies were gathered for data analysis. Data were analysed using Pearson Product Moment Correlation (PPMC) and the hypotheses tested at 0.05 level of significance. The findings revealed that availability of instructional materials and principal’s students’ disciplinary measures determine teachers’ productivity at a very high extent. Principals’ leadership style, staff motivation, school-community relationship, principal’s instructional supervision and class size determine teachers’ productivity at high extent while teachers’-principal’s interpersonal relationship determines teachers’ productivity at a moderate extent. The organizational climate elements also significantly determined teachers’ productivity.  This suggests that organizational climate determines teacher’s productivity. The recommendation followed that principals should adopt situational leadership style in dealing with issues that concern the teachers. Instructional materials and adequate supervision strategies should be provided, the relationship that exist between principals and teachers likewise the school and the host community should be cordial. Principals should also apply modified and effective disciplinary measures to control students’ behavior, ensure adequate provision of classrooms and adhere to the stipulated class size. If these recommendations are put to use, a positive and conducive school climate will emerge which as well improve teachers’ productivity.