ABSTRACT

This study investigated the relationship between teachers’ motivation and organizational climate as correlates of effective instructional delivery in secondary schools in South South, Nigeria. Six research questions were asked and answered and six null hypotheses guided the study. The design of the study was correlational. The population of the study was 44,950 teachers from public secondary school in South South, Nigeria.   A sample size of 1,232 respondents was drawn from 573 secondary schools in the South South, Nigeria.  Multi-stage sampling technique was applied in the selection of the samples. Two sets of structured questionnaires employed for data collection were titled: Teachers’ Motivation and Organizational Climate Questionnaire (TMOCQ) and Effective Instructional Delivery questionnaire (EIDQ). A test–retest method was used to establish the reliability of the instruments. Pearson’s product moment correlation coefficient was used to establish the stability of the instrument which yielded an index of 0.65 and 0.71 for internal consistency. The data collected through the administration of the instruments were analyzed using Pearson’s Product Moment Correlation to answer research questions and simple linear regression to test the null hypotheses at 0.05 level of significance. The results, among others, revealed that there was a high positive relationship between teachers’ school facilities and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents. Also there was a high positive relationship between teachers’ knowledge of the subject matter and teachers’ effective instructional delivery with a significant relationship in the mean scores of the respondents. There was a high positive relationship between Principal’s leadership style and teachers’ effective instructional delivery with a significant relationship in the mean scores of respondents.  It was recommended that school principals should adopt a combination of different leadership styles like autocratic and democratic and other leadership styles that may be suitable to create a conducive school climate that will promote effective instructional delivery in the schools. Also, since teachers; school facilities correlates positively with teachers’ effective instructional delivery, the government through ministry of education should equip our secondary schools with the needed facilities so as to enhance effective instructional delivery.