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IMPACT OF CLIMATE ON SECONDARY SCHOOL MOTIVATION

CHAPTER ONE

INTRODUCTION

Background of the study

Generally, workers come to organizations with expectations on their personal needs to be met by the organizations. In many organizations like the school, the ability of the teacher to perfo experiences that affect their behaviour based on their collective perception in the school. Many scholars have perceived school climate as a very vital aspect of school organization. Hence Chukwunwike (2005), emphasized that poor school climate in secondary schools has affected the influence of teachers tremendously. This has gone along way to reduce the quality of secondary school products. A conducive atmosphere exists when the teachers and the students feel safe, happy, comfortable, wanted, valued, accepted and secured, in order to achieve the objectives of education and for it to have high standard. The principal must adopt appropriate management strategies, these strategies include planning, organizing, coordinating, directing and controlling for effective running of the school. Mgbodile (2007) also states that a well managed school climate can greatly enhance the production of a school which in turn contributes to the achievement of the overall goals of education. Many scholars have classified and defined school climate in different forms such types as available include: autonomous, controlled, familiar, paternal, open and close. According to Halpin and Croft (1963) autonomous school climate is defined as an atmosphere that allows teachers’ to carry out their duty freely in the school system in order to achieve their goals. Controlled involves an atmosphere of hard work at the expense of social life. This climate tends to be impersonal and task 3 oriented. Familiar climate is an atmosphere of sociability at the expense of task performance while paternal is characterized as one in which the principals discourages the emergence of leadership acts from the teachers. Open climate is an atmosphere that welcomes teachers input into the administration of the school while close climate sees the principal as behaving like all knowing in the affairs of the school and most often does not allow free flow of information and motivation of teachers staff and students in the school.

Statement of the problem

The issue of poor quality teaching and learning in Nigeria secondary education has been of great concern to the educationists and other citizens. This becomes pertinent because the educational standard have been faced with lack of spirited efforts by the government at instilling discipline in secondary schools, lack of commitment, dedication and loyalty on the part of the principals and teachers, lack of incentives or poor teacher-motivation. Most schools have dilapidated buildings out-dated equipment and facilities, staff irregularity in school attendance, inadequate exercises to students, and lateness to school, and absence from class among others.

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


BANK:                       GTB BANK
ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

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Updated: 9th May 2019 — 4:54 pm

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