INFLUENCE OF THE OPEN SCHOOL CLIMATE ON TEACHERS JOB PERFORMANCE IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU STATE

Abstract

This study examines the influence of an open school climate on teachers’ job performance in the administration of secondary schools in Enugu State. An open school climate, characterized by transparency, collaboration and mutual respect among stakeholders plays a critical role in enhancing teachers' effectiveness and overall job satisfaction. This study employs a descriptive survey research design. The population of the study is 1077, principals 286 and teachers 791 .collecting data from secondary school teachers and administrators through structured questionnaires. The principal mean rating in research question 1, range from 2.91-3.05 while teachers mean range from 2.96to3.03,. The value for cluster means for principals and teachers are 2.99 and 3.00, respectively, with standard deviations of 0.81 and 0.81. The finding demonstrate that an open school climate influences teachers’ job performance in secondary schools. In research question 2, the principal mean range from 2.92-3.02 while teachers’ mean ranges from 2.97 to 3.02, with a standard deviation of 0.82. Findings reveal that an open school climate fosters professional commitment, motivation, and improved teacher-student relationships, which positively impact instructional delivery and school administration. This study highlights the need for school leaders to cultivate an environment that promotes trust, shared decision-making, and open communication. It recommends that policymakers and education administrators implement policies that sustain an open school climate to enhance teachers’ productivity and improve educational outcomes in secondary schools.