Impact of School Culture on Teachers’ Job Performance: A Study of Public Secondary Schools in Bayelsa and Delta States [Retracted]

Abstract

⚠️ Retraction Notice:
This article has been retracted by the Editorial Board of the Scholarly Journal of Management Sciences Research due to unauthorized submission and serious authorship breaches. Professor V. F. Peretomode was listed as an author without his knowledge or consent and bears no responsibility for the publication. The full text has been withdrawn and replaced with a Retraction Notice.

This study examined the impact of school culture on teachers’ job performance in public secondary schools in Bayelsa and Delta States, Nigeria. Guided by a correlational survey design based on the ex-post facto approach, the study sought to determine the nature of school culture, the level of teachers’ job performance, and the relationship between both variables across the two states. A multi-stage cluster sampling technique was employed to select 587 respondents (teachers and principals) from selected local government areas in both states. Data were collected using a researcher-developed questionnaire titled School Culture and Teachers’ Job Performance Questionnaire (SCTJPQ). The instrument was validated by experts and tested for reliability, yielding Cronbach Alpha coefficients of 0.83 for School Culture and 0.88 for Teachers’ Job Performance. Findings revealed that public secondary schools in both states exhibit a predominantly positive school culture, though differences exist due to regional factors such as policies and resources. Teachers’ job performance was found to be moderate, with variation across the two states. A significant positive relationship was established between school culture and teachers’ job performance. The study concluded that school culture significantly influences how teachers perform their duties and recommended that school administrators foster a supportive and collaborative culture to improve teacher effectiveness and overall educational outcomes.