ORGANIZATIONAL CULTURE AS CORRELATE OF TEACHERS' JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

This study examined organizational culture as a correlate of teachers’ satisfaction in public secondary schools in Delta State. The study was guided by two research questions and two hypotheses. The study adopted a correlational research design. The study population comprised all 5,147 teachers in the 462 public secondary schools in Delta State. The study had a sample of 515 teachers. The stratified proportionate sampling technique was used to select 10% of teachers from each of the education zones in Delta State. The instruments for data collection were two sets of self-structured questionnaires. The instruments underwent a pilot test to determine their reliability. The Cronbach's Alpha Statistic was used to determine the reliability of the instruments. Based on the reliability test results, Cluster I had a reliability score of 0.805, and Cluster II had 0.841. Pearson Product-Moment Correlation was used for data analysis. The Pearson Product-Moment Correlation was used to answer the research questions and test the hypotheses at a 0.05 level of significance. The study found that a teacher-oriented culture characterized by inclusiveness, collaboration and recognition significantly enhances teachers’ motivation, morale and professional fulfillment. Conversely, bureaucratic culture, characterized by rigidity and hierarchy, exhibits a weak relationship with job satisfaction due to its limited flexibility and impersonal structure. The study recommended that school administrators and education stakeholders should promote a teacher-oriented culture that emphasizes recognition, collaboration and teachers’ active participation in decision-making. The Ministry of Education, in collaboration with education stakeholders, should organize continuous professional development programmes that enhance teachers’ growth, competence and job satisfaction.