This study seeks to investigate the influence of school climate and principal managerial styles on organisational commitment in public junior secondary schools in Oyo State, Nigeria. A descriptive research design survey type was adopted in this study. Three research questions were raised and answered, while two hypotheses were formulated and tested at a 0.05 per cent level of significance. The population consisted of 604 principals and 14,508 teachers from public junior secondary schools in Oyo state. The multistage sampling procedure uses the Simple Random Sampling technique to select 316 principals and 2,960 teachers. A mixed-method of two validated questionnaires, SCMSOCQ (α = 0.87), MSPQ (α = 0.89), and Key Informant Interview (KII) were used to collect data. The descriptive statistics of mean and percentages were used to analyse the demographic variables while inferential statistics of Factorial ANOVA were used to test hypotheses at a 0.05 level of significance. Discourse analysis was used for the interview. The result revealed that the transformational managerial style is mostly adopted by principals (weighted mean=3.38). Also, there is no interaction between school climate, and principal managerial styles but both are significant to organizational commitment (P<0.05). Based on the findings the study concludes that school climate and principal managerial styles can influence organisational commitment among public junior secondary school teachers in Oyo State. However, based on the results, recommendations were made to improve school climate and principals’ managerial styles that will enhance organisational commitment domain among public junior secondary school teachers in Oyo State.
This study investigated the relationship between school climate and organisational commitment among public secondary schools in Oyo State, Nigeria. A descriptive research design survey type was adopted in this study. Two research questions were posed and one hypothesis was formulated for the study. The population consisted of 604 principals and 14,508 teachers from secondary schools in Oyo State, Nigeria. The Multistage sampling procedure uses the Simple Random Sampling technique to select 2,960 teachers. One structured questionnaire, (SCOCQ) was validated as having a Cronbach's Alpha reliability value of 0.87. The descriptive statistics of mean and percentages were used to analyse the demographic variables and research questions while Pearson Product Moment Correlation was used for the hypothesis. The result revealed the status of organisational commitment and school climate is moderate (weighted mean = 2.82 and 2.80), and Affective is the highest (X= 3.35), Also, the study revealed that there is a significant relationship between school climate and organizational commitment to education sustainable development in Nigeria. Based on the findings, the study concludes that school climate influences teachers' organisational commitment. However, based on the findings, recommendations were made to improve and make the school climate conducive to teaching-learning.
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