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All Journal Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Indonesian Journal of Education and Social Humanities
Samuel Ogechukwu Otugo
Nwafor Orizu College of Education Nsugbe
Humanities Education Environmental Science Social Sciences

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Teacher-oriented culture as correlate of teachers’ service delivery in public secondary schools in Anambra State Nigeria Samuel Ogechukwu Otugo; Choice Chimaa Okaforcha
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 6 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063.v6.i1.2026.1

Abstract

Teachers’ service delivery in public secondary schools in Anambra State faces challenges such as low morale and weak commitment, often linked to unsupportive school cultures. Emphasizing teacher-oriented culture may enhance motivation, instructional effectiveness, and overall educational outcomes. The study adopted a correlational research design to examine the relationship between school administrative practices, organizational culture, and teachers’ service delivery in public secondary schools in Anambra State, Nigeria. The population comprised 6,598 teachers across six education zones, from which a sample of 660 teachers was selected using multistage sampling techniques. Data were collected using three validated and reliable questionnaires on administrative practices, organizational culture, and service delivery. Pearson Product Moment Correlation Coefficient was used for data analysis at the 0.05 significance level with SPSS. The results examined the relationship between teacher-oriented culture and teachers’ service delivery in public secondary schools in Anambra State. Analysis based on a sample of teachers (618) showed a very strong positive correlation between the two variables, with a correlation coefficient of (r = 0.864). This indicates that improvements in teacher-oriented culture are strongly associated with enhanced teachers’ service delivery. The hypothesis test further revealed that the correlation was statistically significant, as the obtained p-value (0.000) was lower than the level of significance (0.05). Consequently, the null hypothesis was rejected, confirming a significant strong positive relationship between teacher-oriented culture and teachers’ service delivery. The study concludes that teacher-oriented culture plays a significant role in enhancing teachers’ service delivery in public secondary schools in Anambra State. Strengthening teacher-oriented cultural practices is essential for improving instructional effectiveness and achieving educational objectives.
Adhocracy Culture as Correlate of Teachers’ Service Delivery in Public Secondary Schools in Anambra State Samuel Ogechukwu Otugo; Choice Chimaa Okaforcha
Indonesian Journal of Education and Social Humanities Vol. 2 No. 4 (2025): DECEMBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v2i4.837

Abstract

Effective teachers’ service delivery is critical for achieving quality education, yet many public secondary schools in Anambra State face challenges of low teacher motivation, limited innovation, and poor instructional outcomes. These issues may be influenced by the prevailing organizational culture within schools. The study adopted a correlational research design to examine relationships among school administrative practices, organizational culture, and teachers’ service delivery in public secondary schools in Anambra State. The population comprised 6,598 teachers, from which 660 were sampled using multistage sampling. Data were collected using three validated and reliable questionnaires. A total of 618 questionnaires were returned. Pearson Product Moment Correlation, analyzed with SPSS, was used to test hypotheses at the 0.05 significance level. The results indicate a very strong positive correlation between adhocracy culture and teachers’ service delivery in public secondary schools in Anambra State. Analysis of data from a sample of teachers (N = 618) revealed a high correlation coefficient (r = 0.868), showing that increases in adhocracy culture are strongly associated with improved teachers’ service delivery. Further hypothesis testing confirmed the statistical significance of this relationship, with a p-value (0.000) lower than the accepted significance level (0.05). Consequently, the null hypothesis was rejected, establishing that adhocracy culture significantly influences teachers’ service delivery in public secondary schools in Anambra State. The study concludes that fostering adhocracy culture in public secondary schools is essential for improving teachers’ service delivery, instructional quality, and student learning outcomes in Anambra State.
Co-Authors Choice Chimaa Okaforcha