SCHOOL CLIMATE AND TEACHER JOB PERFORMANCE IN PUBLIC JUNIOR HIGH SCHOOLS: EVIDENCE FROM THE EAST GONJA MUNICIPALITY OF GHANA

Abstract

This study examined the influence of school climate on teacher job performance in public junior high schools in the East Gonja Municipality of Ghana. Grounded in a pragmatist epistemological approach, the study employed a mixed-methods approach and a sequential explanatory design, combining quantitative data from the administration of a questionnaire with qualitative insights from semi-structured interviews conducted. Simple random and convenience sampling techniques were used to sample 259 respondents for the quantitative aspect and 6 participants for the qualitative aspect of the work. A total of 230 teachers and 29 headteachers participated in the research. The study's findings revealed that the dominant school climate experienced by teachers is an open school climate, followed by autonomous and controlled school climates. The results further demonstrated a significant positive relationship between school climate and teacher job performance, with factors such as administrative support, teacher collaboration, safety, and resource availability playing critical roles. The study identified strategies such as promoting professional development, fostering supportive leadership, and creating safe and inclusive environments as essential for enhancing teacher performance. It concludes that a positive school climate is integral to improving teacher effectiveness and, by extension, student outcomes. The study recommends that school leaders ensure teachers are actively involved in school decisions, encourage open and respectful communication between staff and administration, and create opportunities for teamwork and shared responsibility in planning and problem-solving.