Influence of School Climate in the Administration of Technical College Programmes for Sustainable Skill Development in Anambra State

Abstract

The main purpose of the study was to determine the influence of school climate on the administration of technical colleges for sustainable skill development in Anambra State. The study was guided by three research questions and three null hypotheses. A descriptive survey research design was adopted for the study. The population for the study was 37 comprised of principals and vice principals in the eight technical college in Anambra State. The instrument used for data collection was a 27 item structured questionnaire grouped into four sections. The instrument was validated, and reliability of the instrument was determined using Cronbach Alpha which yielded 0.71. Out of 37 copies of the questionnaire distributed 33 were properly filled and returned representing 89.19% return rate. Mean, standard deviation and t-test statistics were the statistical tools used for data analysis. From the result of data analysis, the study identified that school climates have influence on the administration of technical colleges for sustainable skill development. The study found that open school climate, close school climate and paternal school climate affects the administration of sustainable skill development. The findings of the study showed that there is no significant difference in the mean rating of experienced and less experienced administrators on the identified influence of school climate on the administration of technical colleges for sustainable skill development. Based on the findings, recommendations were made which include; technical college administrators should adopt and implement a healthy climate for sustainability of skill development programmes in their schools and open school climate should be implemented as it adopts collaborative team work and participatory in leadership decision making and goal attainment.