PHYSICAL, PSYCHOLOGICAL, AND SOCIAL WORK ENVIRONMENTS AS CORRELATES OF JOB PERFORMANCE AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN ANAMBRA STATE

Ifeyinwa Susan Ajulufo, Zita C. Obi, Stella N. Ezeaku

Abstract


This study investigated the relationship between the work environment and job performance of secondary school teachers in Anambra State, Nigeria. Using a correlational research design, data were collected from 267 school principals in all the public secondary schools. Data were collected using research instruments structured by the researcher. These include the Work Environment Questionnaire (WEQ) and the Questionnaire on Teachers’ Job Performance Questionnaire (QTJP). The instruments were validated by experts. Reliability was established using Cronbach’s alpha, with values indicating high internal consistency: WEQ clusters: Physical (0.839), Social (0.824), Psychological (0.813) and QTJP: 0.808. The results revealed a significant high positive relationship between the physical work environment and job performance, a significant low positive relationship was found between the psychological work environment and job performance. Additionally, a significant low positive relationship was observed between the social work environment and job performance. These findings highlighted the importance of creating conducive physical, psychological, and social work environments to improve teachers' performance and, ultimately, the quality of education in Anambra State. Recommendations include enhancing school infrastructure, providing mental health support for teachers, and fostering better social interactions among staff and administrators.


Keywords


Work environment, job performance, physical environment, psychological environment, social environment, teachers, public secondary schools.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.