SCHOOL CLIMATE AND TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN EDO SOUTH SENATORIAL DISTRICT

Abstract

This study examined the relationship between school climate and teachers’ job satisfaction in Edo South Senatorial District. Using a correlational design, the research investigated three key questions, with one hypothesis tested at a 0.05 significance level. The study population consisted of 129 public secondary schools and 993 teachers, from which a sample of 199 teachers was selected through multi-stage sampling. Data collection utilized two validated questionnaires: the School Climate Questionnaire (SCQ) and Teachers’ Job Satisfaction Questionnaire (TJSQ), with reliability coefficients of 0.81 and 0.84, respectively. Mean and standard deviation were used to answer research questions, while Pearson Product Moment Correlation Coefficient tested the hypothesis. Key findings revealed a negative school climate, low teacher job satisfaction, and a significant positive correlation between the two. The study recommends that policymakers adopt a teacher-centered approach addressing both structural and cultural factors to improve school climate, enhance teacher satisfaction, and boost students’ learning outcomes.

DOI:  https://doie.org/10.10318/SER.2026674962