INFLUENCE OF ORGANISATIONAL CLIMATE ON TEACHERS’ AUTONOMOUS BEHAVIOUR IN PUBLIC SENIOR SECONDARY SCHOOLS IN OGUN STATE, NIGERIA

Abstract

This study examines the influence of organizational climate on teachers’ autonomous behaviour in public senior secondary schools in Ogun State, Nigeria. Organisational climate refers to the collective perceptions of policies, practices, and procedures that shape the working environment within an educational institution. The study employs a descriptive survey design to explore the influence of organisational climate dimensions such as school curriculum standards, departmental guidelines, and teacher collaboration school feedback systems, classroom observation, and the school environment on teachers' autonomous behaviour in curriculum development, assessment, and grading classroom management and practices. A sample of senior secondary school teachers from public institutions across Ogun State was selected using stratified random sampling. Data were collected through structured questionnaires and analysed using statistical techniques, including correlation and regression analysis. Findings reveal a significant influence organisational climate on enhanced teachers' autonomous behaviour. Specifically, schools with supportive leadership, collaborative staff relationships, and adequate resources foster higher levels of independent decision-making and professional creativity among teachers. Conversely, a negative organisational climate, marked by authoritarian leadership, inadequate resources, and poor communication, limits teachers’ capacity to exercise autonomy. The study reveals the importance of creating a supportive and empowering school climate to enhance teacher performance and student outcomes. Recommendations are provided for policymakers, school administrators, and education stakeholders to promote a conducive organisational climate that encourages teacher autonomy and professional growth.