ORGANISATIONAL CULTURE AS A PREDICTOR OF TEACHERS’ JOB PERFORMANCE IN SENIOR PUBLIC SECONDARY SCHOOLS IN KADUNA STATE

Abstract

This study investigated organisational culture as a predictor of teachers’ job performance in public senior secondary schools in Kaduna State. The study was undertaken to establish how the prevailing organisational culture in schools relates to and influences teachers’ performance. Specifically, the study examined the influence of leadership culture and communication culture on teachers’ job performance. The study was anchored on Edgar Schein’s Organisational Culture Theory, which views organisational culture as a pattern of shared assumptions, values, beliefs, and practices that guide the behaviour of members within an organisation. A correlational survey research design was adopted for the study. The population consisted of 497 principals and 12,845 teachers, from which a sample of 222 principals and 388 teachers was selected using an appropriate sampling technique. Data were gathered through a structured questionnaire developed to obtain information on organisational culture and teachers’ job performance. Mean and standard deviation were used to answer the research questions, while correlation analysis was employed to determine the relationship between the variables and establish the r-value at 0.50 level of significant. Regression analysis was also used to determine the predictive influence of leadership culture and communication culture on teachers’ job performance and to establish the p-values at 0.05 level of significant. The study is expected to provide empirical evidence regarding the extent to which organisational culture predicts teachers’ job performance. Based on the findings, it is recommended that school administrators strengthen positive leadership practices, encourage open and effective communication, involve teachers in decision-making, and create supportive organisational environments capable of improving teachers’ commitment and overall job performance.