RELATIONSHIP BETWEEN SCHOOL ORGANIZATIONAL CULTURE AND TEACHERS' TASK PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA.

The study investigated the relationship between school organizational culture and teachers’ task performance in public secondary schools in Anambra State. It adopted a correlation survey research design. Three research questions guided the study and one hypothesis was tested. The population for the study is 6,396 teachers in the 261 state government-owned secondary schools in Anambra State. A sample of 1,280 teachers composed using proportionate stratified and simple random sampling techniques was involved in the study. Two researchers developed instruments namely School Organizational Culture Questionnaire (SOCQ) and the Teachers’ Task Performance Questionnaire (TTPQ) used for data collection. The instruments were validated by three experts. The internal consistency method was used to determine the reliability of the instruments and this yielded Cronbach Alpha coefficient values of 0.84 and 0.70 for the two instruments respectively. The researchers with the aid of three research assistants collected data. Out of 1,280 copies of each of the questionnaires administered to the respondents, 1256 copies representing 98% were successfully completed, retrieved, and used for data analysis. The research questions were answered using aggregate scores, while the hypothesis was tested using Pearson Product Moment Correlation at a 0.05 level of significance. The results of the findings include among others that the majority of the teachers in the State perceived their school organizational culture and their task performance as good and that there is a low positive relationship between teachers’ perceived school organizational culture and their task performance. Based on the findings, it was recommended among others that the State School Management Board should organize workshops, seminars, and conferences aimed at exposing teachers to the importance of good organizational culture in schools. This will enable both the principals and teachers to know what is expected of them and how to go about fostering positive types of cultures in their schools. Conclusions were made and implications of the findings were also drawn