SCHOOL NORMS AS CORRELATES OF TEACHERS’ ORGANISATIONAL BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN AGUATA EDUCATION ZONE OF ANAMBRA STATE

Abstract

The study examined school norms as correlates of teachers’ organisational behaviour in public secondary schools in Aguata Education Zone of Anambra State. Two research questions guided the study, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a correlational survey research design. The population of the study comprised 1,041 teachers in public secondary schools in Aguata Education Zone of Anambra State. A sample of 209 teachers was drawn using proportionate stratified sampling technique to ensure adequate representation across the Local Government Areas in the zone, while simple random sampling was used to select respondents within each stratum. Data for the study were collected using two structured questionnaires developed by the researcher. the School Norms Questionnaire, and the Teachers’ Organisational Behaviour Questionnaire. The instruments were validated through face and construct validation by experts in Educational Management and Measurement and Evaluation. Reliability of the instruments were established using the Cronbach Alpha method. The data were collated were analysed with Cronbach Alpha to determine the internal consistency of the items of the instrument. The reliability coefficient values of 0.76 and 0.80 for clusters 1 and 2 respectively with an overall reliability coefficient of 0.78 for SNQ. The reliability coefficient value of 0.80 was obtained for TOBQ. The research questions were answered using Pearson Product Moment Correlation, while the hypotheses were tested using Pearson ‘r’ statistic at the 0.05 level of significance. Data analysis was carried out using the Statistical Package for Social Sciences (SPSS) version 26. Correlation coefficients were interpreted using established criteria ranging from very low to very high relationships. The finding of the study revealed that there is a very high positive relationship between teachers’ participation in decision making, recognition and teachers’ organizational behaviour in public secondary schools in Aguata Education Zone. Furthermore, finding revealed that there is a significant relationship between teachers’ participation in decision making, recognition and teachers’ organizational behaviour in public secondary schools in Aguata Education Zone. Based on the findings of the study, the researcher recommends among others that principals and school administrators should involve teachers in decision-making processes related to school policies, curriculum implementation, and administrative matters.