SCHOOL CLIMATE: A TOOL FOR ACHIEVING ADMINISTRATIVE EFFECTIVENESS IN SECONDRY SCHOOLS IN KWARA STATE

Abstract

School climate denotes the quality and character of school life. It is based on patterns of students', parents' 
and school personnel's experience of school life and reflects norms, goals, values, interpersonal 
relationships, teaching and learning practices, and organizational structures. This paper examined school 
climate as a tool for achieving administrative effectiveness in secondary schools in Kwara State. With the 
increasing pressure on the education system, a positive school climate enhances effective teaching and as a 
result for better performance of students‘ learning. The role of principal is no longer limited to the
administration of the school, rather expanded to that of an instructional leader who can provide assistance to 
the teachers whenever required. It was concluded that the principals of the schools need to be 
administratively effective for the successful running of the schools. This will ensure improved performances 
of the schools as a whole. It was suggested that there should be a well-organised schooling routine, with 
motivated teachers essential for the success of the students. To ensure a positive result of staff development, 
the school climate should contain trust, mutual respect and willingness to work collaborative.