School Culture and Teachers' Job Satisfaction in Public Secondary Schools in Edo North Senatorial District

Ezeimwenghian Julian Obano, Ogbeide Agbons Kennedy

Abstract


This study examined the relationship between school culture and teachers' job satisfaction in public secondary schools in Edo North Senatorial District, Edo State, Nigeria. A descriptive survey research design was adopted. The study population comprised teachers in public secondary schools across the district. A sample of 350 teachers was selected using stratified random sampling techniques. Data were collected using two validated instruments: the "Organizational Culture Scale Questionnaire (OCSQ)" and the "Teachers' Job Satisfaction Scale (TJSS)." Quantitative data were analyzed using mean, standard deviation, Pearson Product Moment Correlation (PPMC), independent samples t-test, one-way ANOVA, and multiple regression at the 0.05 significance level. Findings revealed a strong positive correlation between supportive school culture and teachers' job satisfaction (r = .724, p = .000). Regression analysis showed that dimensions of school culture (collaborative environment, professional recognition, participative leadership, and resource adequacy) collectively accounted for 61.3% of the variance in teachers' job satisfaction. Teachers in schools with positive cultures reported significantly higher satisfaction levels than those in schools with negative cultures. The study concluded that school culture is a critical determinant of teachers' job satisfaction. It was recommended that school administrators foster collaborative environments, implement participative leadership, recognize teacher contributions, and ensure adequate resource provision to enhance job satisfaction among teachers. 


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