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All Journal Teaching, Learning, and Development Indonesian Journal of Education and Social Humanities
Okaforcha, Choice Chimaa
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Humanities Education

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Instructional Supervision and Clan Culture as Correlates of Teachers’ Service Delivery in Public Secondary Schools in Anambra State Okaforcha, Choice Chimaa; Otugo, Samuel Ogechukwu
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.136

Abstract

The quality of teachers’ service delivery in public secondary schools in Anambra State has been a persistent concern, often linked to low student performance, inadequate instructional supervision, and weak organizational culture. The study used a correlational research design to examine how school administrative practices and organizational culture relate to teachers’ service delivery in Anambra State public secondary schools. The population consisted of 6,598 teachers across six education zones, with a sample of 660 selected through multistage and proportionate random sampling. Data were collected using three structured questionnaires on administrative practices, organizational culture, and teachers’ service delivery, validated by experts and tested for reliability with Cronbach Alpha coefficients above 0.70. Questionnaires were administered directly, yielding 618 valid responses. Data were analyzed with Pearson correlation using SPSS to determine the strength and direction of relationships among the variables. The study examined the correlation between instructional supervision, clan culture, and teachers’ service delivery in public secondary schools in Anambra State with a sample of 618 teachers. Results showed a strong positive correlation between instructional supervision and teachers’ service delivery (r = 0.806, p = 0.000), indicating that better supervision significantly enhances service delivery. Similarly, clan culture exhibited a very strong positive correlation with teachers’ service delivery (r = 0.846, p = 0.000), suggesting that supportive cultural values within schools positively influence teacher effectiveness. Both null hypotheses were rejected, confirming significant relationships between the variables. The study concludes that consistent instructional supervision and a supportive clan-based organizational culture are critical for enhancing teachers’ service delivery in public secondary schools.
Adhocracy Culture as Correlate of Teachers’ Service Delivery in Public Secondary Schools in Anambra State Otugo, Samuel Ogechukwu; Okaforcha, Choice Chimaa
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 Otugo, Samuel Ogechukwu