Abstract
<p>Although school climate is known to exert a potent sway on teachers’ overall effectiveness, little is known about it influence on teacher job performance in educational institutions in Ghana albeit no evidence from Shama District. In view of this lacuna in literature, this study employed Halpin and Croft’s (1963) dimensions of organizational climate as a theoretical lens to understand the influence of school climate on teacher job performance. The study utilized sequential explanatory mixed method design within the context of pragmatist paradigm. Census, proportionate stratified random and convenience sampling techniques was used to sample 585 respondents. Structured questionnaire and semi-structure interview were used to collect data which were analyzed using both descriptive and inferential statistics whereas thematic approach was employed in analyzing the qualitative data. The study revealed that open climate was dominant, followed by the autonomous, controlled, familiar, paternal and closed climates, and that generally job performance of teachers was rated as very good. Besides, the study indicated that school climate was a good predictor of teacher job performance. However, the study revealed that in order of magnitude, it was familiar climate that contributed most to teachers’ job performance, followed by open and controlled climates while the contribution of autonomous, paternal and closed climates were not significant. It was, therefore, recommended that headteachers and teachers should be conscious of the kind of interpersonal relationships that exist among them and be guided to strengthen the climate in their schools, especially the familiar, open and controlled climate traits since they contribute significantly to teacher job performance so as to realize educational goals and objectives.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>
Highlights
The quest for improving quality education in this contemporary era is a concern to all nations because of the conviction that education fosters economic growth and development
Out of the 65 and 549 totaling 614 questionnaires distributed to headteachers and teachers respectively, 585 were used in the analysis representing a response rate of 95%
It is recommended that in-service training should be organized periodically for the stakeholders of school to be aware of the climates that pertained in the school and their effect on school effectiveness
Summary
The quest for improving quality education in this contemporary era is a concern to all nations because of the conviction that education fosters economic growth and development. The impact of school climate on the effectiveness of teaching and learning process has come under spotlight. This assertion is confirmed by Caskey, Cerna, Hanson, Polik, and Houten (2016) when they argued that in recent times, there is growing attention and focus on school climate by educators, researchers, and policymakers due to its ability of creating positive student-teacher relationships, limits the probability of later behavioral problems, and the realization of improved academic attainment. Wang and Degol (2015) postulated that school climate includes academic, community, safety, and institutional environment dimensions that encompass just about every feature of the school environment that impacts cognitive, behavioral, and psychological development. School climate portrays the totality of the school milieu that impacts the life and behaviour of the school members
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