Organizational Climate and Teachers’ Job Satisfaction in Public Primary Schools in Rivers State, Nigeria: The Planning Implications

This study investigated organizational climate and teachers’ job satisfaction in public primary schools in Rivers State, Nigeria. Three research questions and three corresponding hypotheses guided the study. The study adopted correlational research design. The population consisted of 5,657 public primary school teachers. A sample of 560 public primary school teachers was drawn from the population using stratified random sampling technique. Two instruments titled “Organizational Climate Scale†(OCS) and “Teachers’ Job Satisfaction Scale†(TJSS) were used for data collection. The validities of the instruments were ensured by experts. The Cronbach Alpha reliability coefficients of (OCS) was 0.75 and TJSS was 0.87. Pearson Product Moment Correlation was used to answer the research questions while probability value of their corresponding hypotheses was subjected to 0.05 Alpha level. It was found that there is significant independent positive relationship between working relationship, leadership style, job location and teachers’ job satisfaction in public primary schools respectively. The study concluded that working relationship, leadership style, and job location which are the variables of organizational climate in this study have significant positive relationship with teachers’ job satisfaction in primary schools in Rivers State. Recommendations include; teachers should always develop good working relationships with their colleagues and other individuals in the school environment. School heads should be dynamic in their leadership style so as to accommodate everyone and educational planners should assist in mapping areas where schools can be sited as this will encourage teachers to perform their jobs creditably.