School climate and productivity of teachers in public senior secondary schools, Ogun West Senatorial District, Nigeria


  • Emmanuel Semako Gbesoevi Lagos State University, NIGERIA
  • Fatimot Funmilalo Salami Lagos State University of Education, Nigeria
  • Paul Akintomiwa Akinlade Lagos State University, NIGERIA
  • Esther Adeola Oluwatunbi Lagos State University, NIGERIA
  • Bolanle Adeyemi Ola Lagos State University College of Medicine, Nigeria



Institutional environment, interpersonal relationship, school climate, school management factors, school related factor, teachers’ productivity


The objective of this study was to explore the potential correlation between school climate and teachers' productivity in public senior secondary schools in Ogun West Senatorial District, Nigeria. The study employed a correlational research design and was guided by four null hypotheses. Data were collected using a self-constructed questionnaire titled “School Climate and Teachers’ Productivity in Public Senior Secondary Schools in Ogun West Senatorial District, Nigeria” on a Likert Four Point Scale rating. The questionnaire obtained a reliability coefficient of 0.83. A multi-stage sampling technique was used to select the sample, which consisted of 25 schools. In each of the 25 schools, 20 teachers were selected randomly on an equal gender basis, resulting in a total of 500 teachers and 200 hundred school head to include principal and heads of department, totaling 700 participants through a multistage sampling technique and data were analyzed using Pearson’s Product Moment Correlation Coefficient in the Statistical Packages for Social Sciences (SPSS) version 21.0. The findings indicated a significant relationship between interpersonal relationship and teachers’ productivity: a significant relationship between school safety and teachers’ productivity; a significant relationship between institutional environment and teacher’s productivity; and a significant relationship between school management and teachers’ productivity. By implication, all aspect of school climate identified in this study plays an integral role in teacher’s productivity, hence the needed catalyst for boosting a good atmosphere in school climate becomes the responsibility of all stakeholders in education. It can be concluded that school climate is key to teacher’s productivity. More so, it is recommended that every school should create a climate team comprising representatives from all school community groups, supported by strong and clearly defined climate leadership at all levels.


Download data is not yet available.


Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.

Berman-Young, S. B. (2014). Teacher-student relationship: Examining student perceptions of teacher support and positive student outcomes [Doctoral dissertation, University of Minnesota]. University of Minnesota Digital Conservancy.

Chirkina, T. A., & Khavenson, T. E. (2018). School climate: A history of the concept and approaches to defining and measuring it on PISA questionnaires. Russian Education and Society, 60(2), 133-160.

Ebrahimi, M., & Mohamadkhani, K. (2014). The relationship between organizational climate and job involvement among teachers of high schools in Delijan City (Iran). International Journal of Management and Business Research, 4(1), 6-72.

Edo, B. L., & Nwosu, I. C. (2018). Working environment and teachers’ productivity in secondary schools in Port-Harcourt Metropolis. International Journal of Innovative Psychology and Social Development, 6(4), 34-49.

Fan, W., & Wolters, C. A. (2012). School motivation and high school dropout: The mediating role of educational expectation. British Journal of Educational Psychology, 84(1), 22-39.

Fosen, D. M. (2016). Developing good teacher-student relationships: A multiple-case study of six teachers’ relational strategies and perceptions of closeness to students [Doctoral dissertation, University College London]. UCL Discovery.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

Gbesoevi, E. S., Jinadu G., Koshoedo, S. N., & Gbenu, J. P. (2023). Educational planners’ comparative analysis of quality teaching in universities in Lagos State, Nigeria. Journal of Education and Humanities Research, 15(1), 1-10.

Gbesoevi, E. S., Ola, B. A., & Oladipo, S. A. (2022). Safety and security planning and effective management of public secondary schools in Lagos State, Nigeria. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 7(1), 106-118.


Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Midwest Administration Center, University of Chicago.

Kelley, R. C., Bill, T., & Daugherty, R. (2005). Relationships between measures of leadership and school climate. Education, 126(1), 17-25.

Konold, T., Cornell, D., Jia, Y., & Malone, M. (2018). School climate, student engagement, and academic achievement: A latent variable, multilevel multi-informant examination. AERA Open, 4(4).

Krstić, K. (2015). Attachment in the student-teacher relationship as a factor of school achievement. Teaching Innovations, 28(3), 167-188.

Manla, V. H. (2021). School climate: It impact on teachers' commitment and school performance. Journal of World Englishes and Educational Practices, 3(2), 21-35.

Ndaipa, C. J. (2016). Leadership styles adopted by headteachers and the influence on staff performance in Primary Schools of Chimoio Cluster in Mozambique. In W. Wu, S. Alan, & M. T. Hebebci (Eds.), Research Highlights in Education and Science 2016 (pp. 89-97). The International Society for Research in Education and Science.

Omolayo, B. O., & Ajila, C. K. (2012). Leadership styles and organizational climate as determinants of job involvement and job satisfaction of workers in tertiary institutions. Business and Management Research, 1(3), 28-36.

Payne, A. A. (2018). Creating and sustaining a positive and communal school climate: Contemporary research, present obstacles, and future directions. U.S. Department of Justice, Office of Justice Programs, National Institute of Justice.

Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.

Simbre, A. P., & Ancho, I. V. (2019). Examining school climate and teachers' organizational commitment. Saan Sunandha Academic and Research Review, 13(2), 1-14.

Simbre, A. P., Buenaventura, M. L. D., Aquino, J. M., de Vera, J. L., & de Vera, M. G. D. (2023). The effect of school heads' leadership style on learners' perception of school climate. Jurnal Aplikasi Manajemen, 21(1), 1-13.

Somprach, K., Tang, K. N., & Popoonsak, P. (2017). The relationship between school leadership and professional learning communities in Thai basic education schools. Education Research for Policy and Practice, 16, 157-175.

Spencer, L. M., Pelote, V., & Seymour, P. (1998). A causal model and research paradigm for physicians as leaders of change. New Medicine, 2, 1-6.




How to Cite

Gbesoevi, E. S., Salami, F. F., Akinlade, P. A., Oluwatunbi, E. A., & Ola, B. A. (2023). School climate and productivity of teachers in public senior secondary schools, Ogun West Senatorial District, Nigeria. Journal of Research, Policy & Practice of Teachers and Teacher Education, 13(2), 122–130.