RECRUITMENT FACTORS, ORGANISATIONAL CULTURE, WORK ENVIRONMENT AND TEACHER TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA

Abstract

Teachers’ Task Performance (TTP), the extent of duty performance by teachers, is required for accomplishing educational goals of school. However, reports have shown that tasks performance of Secondary School (SS) teachers in Nigeria was low, particularly in Oyo State. Previous studies focused more on professionalism, management practices and motivational packages than on Recruitment Factors-RF (Personnel Needs-PNs and Recruitment ProcessRP); Organisational Culture-OC (Leadership Styles-LSs, Task Autonomy-TA and Capacity Building-CB) and Work Environment-WE (Safety/Security-SS, Reward System-RS and Physical Environment-PE). This study, therefore, was carried out to investigate the contributions of RF, OC and WE to TTP in public SSs in Oyo State, Nigeria. The Fredric Herzberg’s Two-factor Theory served as the anchor, while the study adopted the mixed methods design. The multi-stage sampling procedure was adopted.nothree educational zones (Saki, Oyo, and Ibadan Zone 1) were randomly selected out of the existing six in Oyo State. The probability proportionate to size sampling technique was used to select 59 SSs and 1296 teachers, while 59 principals and three zone inspectors were enumerated. The instruments used were Personnel needs (0.78), Recruitment process (0.81), Leadership styles (0.93), Task autonomy(0.87), Capacity building (0.84), Safety/ security (0.74), Reward system (0.76), Physical environment (0.72) scales and Teacher task performance questionnaire (0.83). Key Informant Interview was conducted with zonal inspectors. The quantitative data was analysed using Pearson Product Moment Correlation and multiple regression analysis at 0.05 level of significance, while the qualitative data was content analysed. Teachers and principals age were 45.5.0±1.09 and 51.00±0.44 years, respectively. The TTP (𝑥̅=2.47), RF (𝑥̅=2.24) were low, while LS (𝑥̅=3.05), TA (𝑥̅=2.96), CB (𝑥̅=2.65) and WE (𝑥̅=3.53) were high against threshold of 2.50. There were positive significant relationships between PN (r = 0.38); RP (r = 0.34); LS (r = 0.64), TA (r = 0.37), CB (r = 0.59); SS (0.97), RS (r = 0.55), PE (r = 0.58) and TTP. The RF, OC and WE had significant composite contribution to TTP (F (3, 55) = 44.958; Adjusted R2 = 0.695), accounted for 69.5% of its variance. The LS (β = 0.52), PN (β = 0.43), RP (β = 0.35), TA (β = 0.30), PE (β = 0.29), CB (β = 0.28), SS (β = 0.25) and RS (β = 0. 22) made significant relative contributions to TTP. The TTP was revealed not satisfactory, while RF was not given attention until the 2020 teachers recruitment exercise but WE was good. Recruitment factors, organizational culture, work environment, influenced teacher task performance in public secondary schools in Oyo State, Nigeria. The Teaching Service Commission and other stakeholders should pay attention to these factors to enhance teachers’ task performance in Oyo State Secondary Schools.