CORRELATES OF SCHOOL CULTURE DIMENSIONS AND TEACHERS' JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE, NIGERIA.

This study determined correlates of school culture dimensions and teachers’ job satisfaction in public secondary schools in Abia State, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. From a population of 4,812 teachers, a sample of 241 was drawn using stratified random sampling technique. Two questionnaires titled ““Organizational Culture Scale (OCS) and Teachers’ Job Satisfaction Scale (TJSS)” were used to collect data for the study. The instruments were validated by two experts from the Department of Educational Management and Policy and one expert from the Department of Educational Foundation (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency of the instruments were determined using Cronbach’s Alpha method and coefficients of 0.86 and 0.90 were obtained for OCS and TJSS respectively. Data were analyzed using Pearson Product Moment Correlation Coefficient and p-value was used to determine the significance of correlation at 0.05 significant level. The result revealed that there is a moderate positive and significant relationship between bureaucratic school culture and teachers’ job satisfaction in public secondary schools in Abia State. There is also a high positive relationship between team orientation school culture and teachers’ job satisfaction in public secondary schools in Abia State. Based on the findings, it was recommended among others that Principals should reduce the rigidity in bureaucratic organizational culture that minimizes the freedom of staff to execute tasks in order to enhance their job satisfaction.