Gender Difference in Teachers’ Perception of School Climate and Their Job Performance in Secondary Schools

Ndidiamaka J. Okeke-James, Adeline N. Anyawu, Innocent C. Igbokwe, Boniface Emengini


The study investigated gender difference in teachers’ perception of school climate and their job performance in secondary schools in Anambra State, Nigeria. Four research questions and four null hypotheses were used to guide the study. The sample size of 550 teachers representing 10% of the population and proportionate stratified sampling method was used to identify the sample size.  The face validity was established and the reliability was determined through Crobach Alpha for Organizational Climate Index (OCI) and Teachers’ Job Performance Questionnaire” (TJPQ) was 0.81 and 0.66 respectively. Pearson Product Moment was used to analyze the research questions and hypotheses. The findings revealed that the relationship between female teachers’ perception of open and closed school climate with their job performance was not significant. Based on the findings, the researchers recommended that principals should encourage teachers to devotedly discharge their job performance by maintaining school climate that will enable them discharge their duties with enthusiasm.

Keywords: School Climate, Teachers’ Perception and Job Performance.

DOI: 10.7176/JEP/11-9-22

Publication date:March 31st 2020

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