AQUINO Journal of Philosophy

This study examined the relationship between school climates as correlates to teachers’ job performance in public senior secondary schools in Lagos State. A hypothesis was (tested at 0.05 level of significance) and a research question was set to serve as guide for the study. With the study’s foundation anchored on Systems theory. Correlational and descriptive research designs were adopted. The study population comprised 322 Principals, 644 Vice-principals, 966 head of departments and 960 teachers in public senior secondary schools in Lagos State. The sample sizes were 96 Principals, 192 Vice-principals, 288 head of departments and 960 teachers after stratifying the population into Education Districts and thereafter selecting through purposive and simple random sampling techniques. Two instruments were used to collect data after ensuring their validity and establishing their reliability using Cronbach Alpha Coefficient method. These included ‘School Climate Questionnaire (SCQ) (r=0.890) and Teachers’ job performance Questionnaire (TJPQ) (r = 0.837) Analysis of data was carried out using both descriptive and inferential statistics (Pearson’s Product-Moment Correlation). The findings was that a positive, negligible and non-significant relationship exists between school climate and teachers’ job performance in public senior secondary schools in Lagos State (r = 0.008, ñ > 0.05) The study concluded that, the more conducive the school climate, the higher teachers job performance in public senior secondary schools in Lagos State. The study therefore recommended that Principals and School Authority should make the school climate conducive for teachers to perform their duties well.

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