Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(2):288-292 (ISSN:2141-6990)

288


Organisational Behaviour and Teachers Work Performance in
Cross River State, Nigeria

Uchendu, C. C., Anijaobi-Idem, F. N. & Nkama, V. I.

Department of Educational Administration and Planning
Faculty of Education, University of Calabar, Calabar-Nigeria.
Corresponding Author: Uchendu, C. C
___________________________________________________________________________
Abstract
The purpose of this study was to ascertain the relationship that exists between organisational behaviour and
teachers work performance in secondary schools in Cross River State, Nigeria. It would provide literature and
as well enlighten the reading public on different ways of managing teachers to influence their work
performance. Ex-post facto research design was adopted and three hypotheses were isolated for this
investigation. Stratified random sampling technique was used to sample 500 teachers fromthe population of
5,410 secondary school teachers in the state. Data were generated using Organizational Behaviour and
Teachers Work Performance Questionnaire (OBTWPQ). The instrument was a four point Likert type scale
consisting 32 items. Pearson Product Moment Correlation analysis was used to analyze the data. The result
revealed that, there is a significant relationship between organizational behaviour in terms of motivation,
communication, decision-making and teachers work performance. On the strength of these findings, it was
recommended that school principals should utilize appropriate motivational strategies, effective communication
and good decision-making approaches, to enhance teachers work performance towards achieving the
educational goals and objectives. The study would help the educational managers (principals) to acquire
strategies in managing teachers so as to enhance their work performance in the organization.
__________________________________________________________________________________________
Keywords: organisational behaviour, teachers work performance, motivation, decision making,
communication skills, Nigeria.
__________________________________________________________________________________________
INTRODUCTION
The success or failure of any educational system,
whether in developed or developing nations of the
world, depends to a large extent on the teachers.
Teachers are the hub of the educational system and it
has been generally agreed that No education system
can rise above the level of its teachers (Federal
Republic of Nigeria, 2004:2). There is no doubt that
the services of the teachers are indispensable and
critical to the nations future and the kind of
individuals the society wants. Therefore, the quality
of the future citizens of a country depends upon the
quality, competence, character and effectiveness of
the teachers (Akpan, 1996). However, the ability and
effectiveness of teachers in discharging their
professional duties could be influenced by a lot of
factors, such as personal characteristics and
organizational factors. School organizational factors
include the administrative style of the principal,
personnel policies and procedures, motivation,
communication, working conditions, involvement in
decision-making, all of which help teachers to
develop a sense of belonging and high morale for
effective work performance. If teachers are unhappy,
frustrated, uninspired and ill-motivated then the
nations educational systemis doomed, for without
them, educational objectives cannot be realized.
The extent to which teachers are willing to cooperate
and work effectively with their school heads, depends
to a large extent on the administrative behaviour of
the school administrator. In autocratic style of
leadership, there is less creativity, absence of
effective communication, lower morale, lack of trust,
unilateral decision-making, etc; while in democratic
style of leadership, there is higher degree of initiative,
morale, staff participation in decision-making and
cordial interpersonal relationship between the leader
and the subordinates, thereby giving teachers a
feeling of personal dignity, worth, self-respect, self-
esteem, commitment and dedication. Motivation as
an organizational factor creates conditions in which
teachers are willing to work with zeal, initiative,
interest, enthusiasmand high morale. Motivation is
one of the most important factors in managing human
resources today. Teachers would need proper
motivation to enhance their effectiveness not only by
extrinsic rewards but also by intrinsic rewards
(Akpan, 2002). Related to motivation is
communication. Communication has been found to
be a central factor for effective job performance.
Investigations reveal that principals ability to
communicate, increased teachers morale, reduced
misunderstanding and interpersonal conflict among
staff and consequently enhanced teacher
effectiveness.
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(2):288-292 (ISSN:2141-6990)
289

Teachers involvement in decision-making in matters
that affect themis highly desirable. Nwobosi (1983)
in his study pointed out that any organization that
failed to make effective use of the creative abilities of
its employees should expect the display of negative
initiatives and imagination which would contradict
the goals and objectives of such an organization. In
secondary schools such actions could lead to un-
seriousness and ineffectiveness in teaching work by
teachers, as well as uncooperative attitude, protests
and strike actions. Friedman (1991) supported this
claim in his own study, that insufficient decision-
making participation influenced effectiveness of
teachers. These findings were equally supported by
the works of Sairos and Sairos (1992), Hipps and
Halpin (1992) and Dinhan (1992). Other researchers
on participation of teachers in decision-making in
schools, revealed a positive correlation between
participation in decision making and teachers
productivity. The logic here is that by involving
teachers in decisions that affect them and by
increasing their autonomy and control over their
work lives, employees would become more
motivated, more committed to the organization, more
productive and more satisfied with their job (Ford &
Fottler, 1995; Sprietzer, 1995). Ekara (1996) also
found out that teachers who had opportunity to
participate, always and actively in decision-making
processes of the school were more enthusiastic about
their systemthan those who had limited opportunity
to participate.

On the contrary Umoren (1992) in her study on
participative management approaches and
administrative effectiveness of secondary schools in
Akwa Ibom State, Nigeria found out that there was
no significant relationship between teachers
participation in decision making in their schools and
their attitude to school work. This means that
teachers attitude toward school work could be
influenced by factors other than participation in
decision-making.

However, proper management by school heads can
produce efficient and effective work force among the
teachers for the achievement of educational goals and
objectives. It is in consideration of the fact that the
teacher has a statutory responsibility of realizing the
educational dreams of the society, that the researchers
sought to find out the extent to which organizational
behaviour contributes to teachers work performance
in secondary schools.

THE PROBLEM
Concerns are being raised about the poor
performance of students at public examinations like:
the Senior School Certificate Examination (SSCE),
the National Examination Council (NECO) and the
Joint Admission and Matriculations Board (JAMB)
examinations. On one hand, teachers have been
blamed for failing to equip the students with the
necessary skills to enable them compete in such
examinations. On the other hand, teachers put the
blame on students, parents and Ministry of
Education. They blamed the principals for failures to
provide conducive working environment for teachers.
Indeed, the corner stone of good education in any
high school is its teachers because all other factors
mean little without competent teachers. For instance,
when a highly rated student gained admission into a
school which has all the standard relevant resources it
would require a committed, satisfied, and result
oriented teacher to raise the student performance.
Given the important role teachers play in moulding
students character and values, as well as imparting
knowledge and skills, it is crucial to find out what are
responsible for teachers poor work performance and
how effective principals are in managing teachers to
ensure that the objectives of the school are realized.
This study, intends to provide answers to these
problems. To guide the study, three hypotheses were
formulated as follows:
1. There is no significant relationship between
motivation and teachers work performance.
2. There is no significant relationship between
communication and teachers work
performance.
3. There is no significant relationship between
teachers involvement in decision making
and teachers work performance.

METHODOLOGY
This study was conducted in secondary schools in
Cross River State of Nigeria. The state constitutes
part of the south-south geo-political zone. It is one of
the oil-rich states in the Niger Delta Region of
Nigeria. The study adopted expost facto research
design and the population comprised of all the 5,410
teachers in public secondary schools in the state. The
sample consisted of 500 teachers selected from all the
18 Local Government areas of the State, using
stratified randomsampling technique.

Data collection was carried out with the use of a
researchers constructed instrument called
Organizational Behaviour and Teachers Work
Performance Questionnaire (OBTWPQ). The
instrument was in two sections A and B. Section A
sought demographic data of the respondents while
section B, arranged on a 4 point Likert type scale
consisted of four sub-sections. Each consisted of 8
items measuring motivation, decision-making,
communication skills and work performance. The
instrument was face-validated by experts in
measurement and evaluation. A trial test of the
instrument was carried out through test re-test
reliability method which gave a reliability coefficient
estimate of 0.75 to 0.85 which confirmed that the
instrument was reliable enough for the successful
realization of the studys goals and objectives. The

Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(2):288-292 (ISSN:2141-6990)
290

instrument administered received 100% return rate.
The data obtained were analyzed with Pearsons
Product Moment Correlation. The major limitation in
this work was that the terrain did not give the
researchers easy access to some areas for data
collection.

RESULTS
The results of the study are presented below

Hypothesis One
There is no significant relationship between
motivation and teachers work performance.

Table 1: Pearsons Product Moment Correlation
analysis of the relationship between motivation and
teachers work performance N=500
Variables x
y
x
2
y
2

xy r-cal
Motivation

Teachers work performance
8978

9260
14634

12892

154278

0.62
P<0.05

The result in table one revealed that the calculated r-
value of 0.62 was greater than the critical r-value of
.088 at .05 level of significance with 498 degree of
freedom. The null hypothesis was rejected. This
implies that there is a significant relationship between
motivation and teachers work performance.

Hypothesis Two
There is no significant relationship between
organizational ability to communicate and teachers
work performance.

Table 2: Pearsons Product Moment Correlation
analysis of the relationship between organizational
communication and teachers work performance N=
500
Variables x
y
x
2-
y
2

xy r-
cal
Communication

Teachers work performance
8964

9260
15784

12892

163824

0.64
P<0.05

The result in table two revealed that the calculated r-
value of 64 was greater than the critical r-value of
.088 at .05 level of significance with 498 degree of
freedom. The null hypothesis was rejected. This
implies communication has a significant relationship
with teachers work performance.

Hypothesis Three
There is no significant relationship between teachers
involvement in decision-making and teachers work
performance.

Table three revealed that the calculated r-value of
0.60 was greater than the critical r-value of .088 at
0.05 level of significance with 498 degree of
freedom. With the result of this analysis the null
hypothesis was rejected. This implies that teachers
involvement in decision-making has a significant
relationship with teachers work performance.

Table 3: Pearsons Product Moment Correlation
analysis of the relationship between decision-making
and teachers work performance
Variables x
y
x
2-
y
2

xy r-cal
Decision-making

Teachers work performance
8462

9260
14122

12892

148246

0.60
P<0.05

DISCUSSION OF FINDINGS
The result of hypothesis one revealed that there is a
significant relationship between principals
motivation and teachers work performance. This
necessitated the rejection of the null hypothesis and
retention of the alternate hypothesis. This implies that
if the organizational managers (principals) motivate
teachers it will affect their work performance
positively in terms of lesson preparation, lesson
presentation, classroom management and control,
ability to motivate students to learn and control
students behaviour. This finding agrees with
Ogunsanya (1997) that the level of peoples
performance depends largely on how well workers
needs and expectations were satisfied. Uchendu
(2003) in her study revealed that teachers were
clearly more effective in their work performance
simple because they were motivated by their
principals. Ofoegbu (2001) in her study viewed
motivation as any force that would reduce tension,
stress, worries and frustration arising from a
problematic situation in a persons life. Teachers
motivation could be regarded as those factors that
operate in the school systemwhich if not provided
would hamper performance, cause stress, discontent
and frustration which subsequently results in poor
quality of students output. Organizational managers
(principals) should see motivation as one of the major
factors in promoting work performance among
secondary school teachers for achieving the
organizational goals and objectives.

The result of hypothesis two revealed that, there is a
significant relationship between principals ability to
communicate and teachers work performance. The
finding is in line with Ezeocha (1990) that principals
should learn how to communicate effectively with
their staff. People react best when they know what is
going on. This result implies that effective
communication enhances teachers work
performance. Everybody in an organization wants to
know the whats, whys, hows, whos and wheres of
their organizational system. Fasasi (2009) in his study
said that managers (principal) should communicate
and allow free communication among members of

Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(2):288-292 (ISSN:2141-6990)
291

the organization in order to guide against rumour,
misunderstanding and misrepresentation.

Another result of this study states that there is a
significant relationship between principals
involvement of teachers in decision-making and
teachers work performance. The result showed that
teachers who participated in taking decision
implemented it better than those who were not fully
involved. In order words, implementing decision
successfully calls for active participation in
formulating them. This finding is in agreement with
Ogbonna (1995) who stated in his result that the
more a teacher is actively involved in the decision-
making process of the school and especially in his
subject, the more he feels committed and so
participates and co-operates in school activities,
hence the tendency to increase his job performance.
In support of this some studies found out that
teachers level in decision-making increase a
teachers level of satisfaction, his effectiveness, his
enthusiasmfor his school systemand positive attitude
towards the principal. A teacher who participates in
decision-making will likely record higher
productivity because the decision he will implement
were the same he thoroughly examined and agreed
upon. He will only apply it to his job and as such, his
productivity will improve tremendously (Holdaway,
1978; Uchendu, 1997).

CONCLUSION
Fromthe result of the study, it was concluded that
organizational behaviour has a significant
relationship with teachers work performance. If the
principal coordinates the human and material
resources with appropriate administrative styles,
motivational strategies, effective communication
skills, good decision-making measures and others, he
will enhance work performance of teachers towards
achieving the educational goals and objectives.

RECOMMENDATIONS
Based on the findings of this study, the following
recommendations are made:
1. The educational managers and employers
should adopt motivational strategies that could
enhance teachers work performance such as
increasing their entitlement package for
greater commitment and job satisfaction.
2. Principals should give correct and accurate
information to the teachers and on time to
guard against misunderstanding and
misinterpretation of information.
3. Principals should allow teachers to participate
in decision-making for better performance
towards achieving the educational goals and
objectives.



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