WORK ETHICS AS CORRELATES OF TEACHERS’ ORGANISATIONAL BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined work ethics as correlates of teachers’ organisational behaviour in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the sstudy consisted of 8,187 teachers from 267 public secondary schools across the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Two instruments structured by the researcher were used for data collection: Work Ethics Questionnaire (WEQ) and Teachers’ Organisational Behaviour Questionnaire (TOBQ). The instruments were subjected to face and construct validation. The face validation was done using three experts, while construct validation was carried out by Principal Component Analysis (PCA) with the help SPSS v.26 and the results showed that construct validity was met. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficients were established at 0.78 for WEQ and 0.85 for TOBQ. Pearson Product Moment Correlation statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings revealed that teachers’ sense of responsibility (r=0.584, p=0.000) has a moderate positive and significant relationship with teachers’ organisational behaviour, while teachers’ organisational commitment (r=0.751, p=0.000) has a high positive and significant relationship with teachers’ organisational behaviour in public secondary schools in Anambra State. The study concluded that work ethics are positively and significantly correlated to teachers’ organisational behaviour in public secondary schools in Anambra State. Based on the findings, the study recommended, among others, that school principals should continue practicing good work ethics that leads to teachers’ organisational commitment because teachers with high organizational commitment are more likely to be effective in the classroom, leading to better students’ outcomes. Their dedication translates into a more positive and supportive learning environment, which is crucial for students’ success.