School Climate, Principal Managerial Style And Teachers’ Organisational Commitment For Sustainable Education In South-West Nigeria
1Elizabeth Oluwaseyi BELLO PhD&2Nurudeen Abiodun AZEEZ 1&2Federal College Of Education (Special) Oyo, Oyo State, Nigeria Department Of Educational Foundations 1Phone No: 08066756241/https://orcid.org/0000-0002-4559-0206 Elizabetholuwaseyi7@gmail.
Volume 5, Issue 1, March 2025
This study examined the influence of school climate, principal managerial style and teachers' organisational commitment to sustainable education in Southwest Nigeria. A descriptive survey research design will be adopted in the study, the population of the study consist of all 58,489teachers and2,826 principals in2,826 senior secondary schools in south-west Nigeria. The sample size for this study was 1,080 teachers of public secondary schools in Southwestern Nigeria, selected through a multi-stage sampling procedure. One structured validated and reliable (r0.82) questionnaire titled School Climate, Managerial Styles and Organisational Commitment Questionnaire was used for data collection. Descriptive statistics was used to analyze the demographic characteristics of respondents and answer research questions. In contrast, inferential statistics of multiple regression analysis wasused to test hypotheses at a 0.05 level of significance.The status of the school organisational commitment in secondary schools in south-west, Nigeria is high with a grand mean of (3.2), and they can be categorised under three organisational commitment domains, affective, continuance and normative, the school conditional status is high while democratic managerial stylet is adopted by principals in southwest public secondary school with the weighted mean of (x̅ =3.34), although transformational managerial style is high with (x̅= 3.33) while autocratic, managerial style is least but used by the principals with weighted mean of (x̅= 3.1). School climate and principal managerial styles statistically significantly predict teachers' organisational commitment, (F (2, 992) = 1.495, P<0.05), and were relatively significant. The researcher concludes that Both factors significantly influence teachers' emotional, cognitive, and behavioral attachment to the school, ultimately impacting their dedication to sustainable education. Based on the findings the researchers recommendamong others that principals adopt a good managerial style, help educational policymakers to put in place educational policies that will put the school climate in good condition, and provide adequate structure for the security of lives and property of both teachers and student in public secondary schools enhance teacher’s organisational commitment for sustainable education in south-west Nigeria.