SCHOOL CLIMATE AS A PREDICTOR OF JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN ANAMBRA STATE

Abstract

This study sought to examine whether school climate predicts job satisfaction of teachers in Anambra State. The study was guided by three research questions while one null hypothesis was tested at a 0.05 level of significance. A correlational survey research design was used for the study. A multi-stage sampling approach was adopted in selecting a sample size of 1,584 teachers from a population of 4868 teachers in public secondary schools in Anambra State. School Climate Questionnaires titled "School Climate Questionnaire (SCQ)" and Brayfield-Rothe Job Satisfaction Scale (BR-JSS) were used to collect data. The questionnaires were administered through a
direct delivery approach. Research questions 1-2 were answered using aggregate scores and percentages, while research question 3 was answered using the Pearson Product Moment Correlation Coefficient. The null hypothesis was tested using simple linear regression analysis. Findings from the study revealed, among others, that school climate is a significant predictor of teachers’ job satisfaction in secondary schools in Anambra State. Based on the findings, it was recommended, among others, that the government should build a supportive school climate for teachers through the provision of adequate infrastructure, professional development, mentorship, and modelled teaching opportunities. This could lead to an increase in school climate and satisfaction with the job.