WORKPLACE HOSTILITY AND CLOSED ORGANIZATIONAL CLIMATE AS PREDICTORS OF LECTURERS' JOB PERFORMANCE IN PUBLIC UNIVERSITIES IN ANAMBRA STATE, NIGERIA

Abstract

This study examined workplace hostility and closed school climate as predictors of secondary school teachers' job performance in Anambra State, Nigeria. Two research questions and two null hypotheses guided the study. A correlational research design was adopted. The population comprised 3,214 public secondary school teachers in Anambra State, from which a sample of 380 teachers was drawn using a multi-stage sampling procedure. Data were collected using a structured instrument titled "Workplace hostility questionnaire, closed school Climate questionnaire and Teachers' Job Performance Questionnaires (WHQ, CSCQ and TJPQ)". The instruments were validated by three experts; internal consistency was established using Cronbach's alpha and reliability coefficients of 0.81 for workplace hostility, 0.79 for closed school climate, and 0.84 for job performance were recorded. Data were analyzed using simple linear regression at the 0.05 level of significance. Findings revealed that workplace hostility significantly and negatively predicted teachers' job performance. On the other hand, closed school climate significantly and positively predicted teachers' job performance. It was concluded that interpersonal and organizational dynamics within secondary schools substantially determine teaching effectiveness. It was recommended, among others, that school administrators should formulate clear policies against workplace incivility and foster supportive school climates to enhance teacher performance.