Examining the Relationship between Organisational Climate and Collective Teacher Efficacy in Lagos State Senior Secondary Schools, Nigeria
DOI:
https://doi.org/10.62208/jelr.4.2.p.40-51Keywords:
Organisational Climate, Collective Teacher Efficacy, Collegial Leadership, Lagos State Senior Secondary SchoolsAbstract
This study examined the relationship between organisational climate and collective teacher efficacy in senior secondary schools in Lagos State, Nigeria. A descriptive survey design was used, targeting 8,956 teachers, from whom 480 were selected through multistage sampling. Data were collected with the adapted School Climate Index and the Collective Teacher Efficacy Scales, both showing strong construct validity (Confirmatory Factor Analysis) and internal consistency (Cronbach’s alpha = .96 and .846, respectively). Pearson’s product-moment correlation revealed a moderate, positive, significant relationship between organisational climate and collective teacher efficacy (r = .615, p < .05). Collective efficacy correlated significantly with collegial leadership (r = .569), teacher professionalism (r = .535), academic press (r = .596), and community engagement (r = .632). The strongest correlation was between academic press and community engagement (r = .903), suggesting shared variance and possible conceptual overlap. The study concluded that a healthy organisational climate, marked by supportive leadership and professional collaboration, provides a critical foundation for teachers’ shared beliefs in their instructional capability. The study recommended that school administrators adopt collegial leadership models and involve teachers in decision-making to strengthen collective confidence and professional practice.
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Copyright (c) 2026 Isiaka Adeniran Akinyemi, Bolaji Jayeola Fadeyibi (Author)
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