




































    

 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

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1 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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CORRELATES OF SCHOOL CULTURE DIMENSIONS AND TEACHERS’ 

JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ABIA 

STATE, NIGERIA. 

 
1Dr. Baptista Chinyere Chigbu, 2Dr. Chika Nonye Eziamaka and 3Ferdinand Nwafor Okoye 
1Department of Educational Foundations, University of Nigeria, Nsukka 
2,3Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka. 

E-mail: baptista.chigbu@unn.edu.ng, cn.eziamaka@unizik.edu.ng, fn.okoye@unizik.edu.ng 

DOI: https://doi.org/10.5281/zenodo.15487698 

 

 

Abstract: This study determined correlates of school culture dimensions and teachers’ job satisfaction in public 

secondary schools in Abia State, Nigeria. Two research questions guided the study and two null hypotheses were 

tested at 0.05 level of significance. The correlational survey research design was adopted for the study. From a 

population of 4,812 teachers, a sample of 241 was drawn using stratified random sampling technique. Two 

questionnaires titled ““Organizational Culture Scale (OCS) and Teachers’ Job Satisfaction Scale (TJSS)” were 

used to collect data for the study. The instruments were validated by two experts from the Department of 

Educational Management and Policy and one expert from the Department of Educational Foundation 

(Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency 

of the instruments were determined using Cronbach’s Alpha method and coefficients of 0.86 and 0.90 were 

obtained for OCS and TJSS respectively. Data were analyzed using Pearson Product Moment Correlation 

Coefficient and p-value was used to determine the significance of correlation at 0.05 significant level. The result 

revealed that there is a moderate positive and significant relationship between bureaucratic school culture and 

teachers’ job satisfaction in public secondary schools in Abia State. There is also a high positive relationship 

between team orientation school culture and teachers’ job satisfaction in public secondary schools in Abia State. 

Based on the findings, it was recommended among others that Principals should reduce the rigidity in bureaucratic 

organizational culture that minimizes the freedom of staff to execute tasks in order to enhance their job 

satisfaction.  

Key Words: School culture, Job Satisfaction, teachers’ job satisfaction, secondary schools 

 

 

Introduction 

Education plays a pivotal role in nation-building, serving as a fundamental instrument for the transmission of 

knowledge, the inculcation of values, and the enhancement of individual skills. Through education, individuals 

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mailto:baptista.chigbu@unn.edu.ng
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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

2 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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are empowered to act responsibly and contribute meaningfully to societal development. Furthermore, education 

provides opportunities for personal growth, character development, and the realization of one's full potential, 

ultimately shaping individuals into productive members of society. Education may be acquired either informally, 

outside structured institutions, or formally within the school system. In Nigeria, the educational system is 

structured into three main levels: primary, post-primary (secondary), and tertiary education. The secondary level, 

also referred to as the post-primary stage, serves as a critical transitional phase within this framework 

Secondary education serves as a critical link between basic and tertiary levels of education. According to Obasi, 

Enyi, and Ibueavunam (2023), the secondary school functions as an institution designed to refine individuals by 

developing their competencies, shaping their behavior, and fostering holistic excellence. Positioned between 

primary and tertiary education, the secondary school provides learners with the knowledge, skills, and attitudes 

necessary for meaningful societal engagement (Olori & Adelotan, 2020). This level of education not only prepares 

students for active and responsible citizenship but also equips them with the academic foundation required for 

admission into higher institutions of learning. The secondary school curriculum is designed to be comprehensive 

and multidisciplinary, offering students exposure to a wide range of subjects that facilitate intellectual 

development and readiness for advanced studies. Furthermore, the behavior and academic performance of both 

students and teachers within the secondary school environment are significantly influenced by the prevailing 

school culture. 

School culture encompasses the collective norms, values, communication practices, decision-making processes, 

motivational strategies, and shared conventions upheld by members of staff within an educational institution. It 

represents the unique atmosphere and set of shared expectations that guide the behavior and daily interactions of 

both staff and students. Omenyi and Emengini (2020) describe school culture as a combination of written and 

unwritten beliefs, values, symbols, and practices that shape interpersonal dynamics among school personnel. 

These cultural elements influence how staff members dress, communicate, and relate to one another, while also 

reflecting the internal philosophy and identity of the school. 

The prevailing culture within a school significantly impacts how teachers interact, collaborate, and carry out their 

responsibilities. As school cultures vary, it is essential for all members of the school community, regardless of 

hierarchical position to adapt to their institutional culture in order to foster job satisfaction and enhance 

professional performance. Supporting this perspective, Thompson, Unachukwu, Obiekwe, and Amaonye (2022) 

emphasize that each school should establish its own distinct set of values, policies, and principles, which 

collectively form its cultural identity. In schools characterized by a positive culture, there is often a strong 

alignment among staff in terms of values, beliefs, and practices, which influences not only individual behavior 

but also the overall administration and management of the institution. Consequently, a school’s culture appears 

to be closely linked to its organizational effectiveness and performance. 

Several scholars have proposed various dimensions of school culture. Bamidele (2022) identifies power culture, 

role culture, achievement culture, and supportive culture. Similarly, Aranki, Suifan, and Sweis (2019), as well as 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

3 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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Ghewari and Pawar (2019), highlight bureaucratic, supportive, innovative, and team-oriented cultures. Oroka and 

Oroka (2020) categorize school culture into power, task, role, and person cultures. For the purpose of this study, 

particular attention is given to bureaucratic and team-oriented cultural dimensions.  

Bureaucratic culture refers to a school environment characterized by a well-defined organizational structure, rigid 

adherence to rules, standardized procedures, and clear operational standards. Dereje, Woldie, Adamu, and Bekele 

(2020) assert that such a culture is distinguished by strict control, clearly delineated responsibilities, and 

established lines of authority. In schools operating under a bureaucratic culture, principals often rely on cautious 

approaches, the use of sanctions, and close supervision to ensure compliance with institutional norms. Discipline, 

command, and procedural fidelity are emphasized as mechanisms for guiding teacher behavior. This culture 

typically discourages favoritism, as duties are expected to be performed strictly in accordance with established 

rules. However, a major limitation of the bureaucratic culture is its tendency to stifle creativity and initiative, as 

teachers are expected to follow laid-down procedures with minimal deviation or innovation. 

In contrast, a team-oriented school culture is one in which collaborative work takes precedence over individual 

efforts. This culture promotes the idea that collective effort among teachers leads to better outcomes. Okonkwo, 

Osita, Olisaemeka, and Chigbo (2019) affirm that in schools with a team-oriented culture, goals are achieved 

through joint efforts rather than isolated tasks. Principals in such schools often foster collaboration, open 

communication, and the exchange of ideas among teachers. Nonetheless, team-oriented cultures can also present 

challenges, particularly when differing ideologies and values among staff members lead to conflict, which may 

affect job satisfaction. 

Job satisfaction refers to a teacher's emotional response and overall attitude toward their job. Udemba (2021) 

defines it as the extent to which individuals feel positively or negatively about their work. It encompasses feelings 

of happiness, fulfillment, and contentment derived from one’s professional role (Okorji & Njoku, 2020). 

Srinivasan (2021) emphasizes that individuals who are highly satisfied with their jobs tend to maintain positive 

attitudes, while those with low satisfaction often express negativity toward their roles. Teachers who are satisfied 

with their jobs are generally more committed, punctual, and consistent in lesson delivery. As Kwizera, 

Mwirumubi, and Kizito (2021) note, satisfied employees demonstrate reduced absenteeism, increased punctuality, 

enhanced performance, and long-term organizational commitment. Bahtilla and Hui (2021) similarly found that 

satisfied teachers are more likely to remain in the profession, contribute extra effort, and show dedication to 

student learning. 

Job satisfaction is influenced by both the challenges and opportunities presented by the school environment. 

According to Joshua, Adamu, and Jigayi (2017), teachers express greater job satisfaction when school leadership 

fosters inclusion, transparency, and shared decision-making. Teachers who feel heard and valued are more likely 

to experience job fulfillment and engage positively with their responsibilities. 

However, in public secondary schools in Abia State, there are indications of teacher dissatisfaction, often 

manifested through lateness, absenteeism, lack of commitment, and involvement in non-teaching activities during 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

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official hours (Iroegbulam, 2021). Such behaviors may be symptomatic of deeper organizational issues, 

particularly those stemming from rigid and unsupportive school cultures. Okeze (2021) observes that many 

teachers rarely adhere to the norms and values of their institutions due to a lack of inclusion in school governance. 

This absence of participatory culture has been linked to diminished innovation and morale among teaching staff. 

Similarly, Njoku and Modebelu (2019) report pervasive dissatisfaction in Abia State’s public secondary schools, 

attributing it to poor interpersonal relations, conflicts, and a lack of respect between teachers and administrators. 

The overreliance on bureaucratic systems, including excessive rules and a reluctance to adapt to change, 

contributes to teacher frustration. Such rigidity can hinder timely decision-making and prevent teachers from 

exercising professional autonomy. Nweke and Okai (2022) express concern that many public secondary schools 

in the state lack the enabling culture necessary to achieve their educational objectives. Given these challenges, 

this study investigates the relationship between school culture and teachers’ job satisfaction in public secondary 

schools in Abia State. 

Statement of the Problem 

An ideal school culture is one that is supportive, healthy, and conducive to teamwork and creativity, factors which 

are essential for boosting teacher morale and overall job satisfaction in secondary schools. However, in many 

public secondary schools in Abia State, the prevailing school culture appears to be rigid and unfriendly, creating 

an atmosphere that stifles innovation and limits creative expression among teachers. The organizational structure 

of these schools is often overly bureaucratic and inflexible, thereby restricting teachers’ professional autonomy 

and limiting their involvement in decision-making processes. This rigidity tends to discourage the implementation 

of new ideas, as some principals prefer to maintain the status quo and resist changes introduced by teachers. 

The bureaucratic nature of these institutions characterized by an overdependence on rules and hierarchical control 

further restricts the use of teacher initiative. In such environments, the absence of collaborative practices and the 

lack of clear, open communication channels often lead to teacher demotivation and emotional exhaustion. In 

response, some teachers may engage in counterproductive behaviors as a form of expressing dissatisfaction. There 

are growing concerns about the extent to which core values and professional norms are upheld in these schools. 

Instances of lateness, absenteeism, uncooperative attitudes, disrespect, and dishonesty among staff members 

suggest a potential breakdown in organizational culture. In many cases, teachers are required to follow top-down 

directives with little room for participation, leading to feelings of frustration and disengagement. Some 

dissatisfied teachers have been reported to absent themselves from duty without justification, neglect lesson 

delivery, or engage in non-academic activities, such as trading during official hours. Such behaviors compromise 

instructional quality and negatively affect student learning outcomes. 

While educational stakeholders have made efforts to address these issues through the development of behavioral 

norms, teacher empowerment programs, and enhanced monitoring of school activities, these measures have not 

fully mitigated the root causes of teacher dissatisfaction. Consequently, this study seeks to investigate the extent 

to which school culture correlates with teachers’ job satisfaction in public secondary schools in Abia State. 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

5 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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Purpose of the Study 

The purpose of the study is to determine the relationship between school culture and teachers’ job satisfaction in 

public secondary schools in Abia State. Specifically, the study determined the: 

1. Relationship between bureaucratic school culture and teachers’ job satisfaction in public secondary 

schools in Abia State. 

2. Relationship between team-orientation school culture and teachers’ job satisfaction in public secondary 

schools in Abia State. 

 

Research Questions 

The following research questions guided the study: 

1. What is the relationship between bureaucratic school culture and teachers’ job satisfaction in public secondary 

schools in Abia State? 

2. What is the relationship between team-orientation school culture and teachers’ job satisfaction in public 

secondary schools in Abia State? 

Hypotheses 

The following null hypotheses were tested at 0.05 level of significance: 

1. There is no significant relationship between bureaucratic school culture and teachers’ job satisfaction in public 

secondary schools in Abia State. 

2. There is no significant relationship between team-orientation school culture and teachers’ job satisfaction in 

public secondary schools in Abia State. 

Method 

Correlational research design was employed for this study. The study was conducted in Abia State, Nigeria. The 

population of the study comprised all the 4,812 teachers in the 277 public secondary schools in the state. The 

sample size of the study was 241 teachers (5% of the population) drawn using proportionate stratified random 

sampling technique. Structured questionnaires titled: “Organizational Culture Scale (OCS) and Teachers’ Job 

Satisfaction Scale (TJSS)” were used for data collection. The instruments were face validated by three experts in 

Faculty of Education Nnamdi Azikiwe University, Awka. Internal consistency co-efficient of 0.86 and 0.90 were 

obtained for OCS and TJSS respectively using Cronbach’s Alpha statistical method. The researchers administered 

the instrument to the research participants with the help of three research assistants. Out of the 241 copies 

distributed, 233 copies were returned duly completed, and used for data analysis. Pearson Product Moment 

Correlation Coefficient (r) was used to answer the research questions. The (r) was used to determine the nature 

of the relationship between the variables of the study. The magnitude of the relationship was determined using 

Nworgu (2015) guidelines, thus: 0.00-0.19, very low; 0.20-0.39, low; 0.40-0.59, moderate; 0.60-0.79, high, and 

0.80-1.00, very high. The p-value was used to determine the significance of the relationship for the three 

hypotheses. The decision rule was: a null hypothesis was not accepted where the calculated p-value was less than 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

6 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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the stipulated level of significance (0.05). The reverse is the case where the calculated p-value was greater than 

the stipulated level of significance. All analyses were carried out using Statistical Package for Social Science 

(SPSS) Version 25. 

 

 

 

 

 

 

 

Results 

Table 1: Pearson r on the relationship between bureaucratic school culture and teachers’ job satisfaction in public 

secondary schools in Abia State. 

Source of Variation                             N                 r Remark 

Bureaucratic Culture 

Job Satisfaction 

350 0.45  

Moderate  Positive 

Relationship 

Table 1 shows that there is a moderate positive relationship existing between bureaucratic school culture and teachers’ job 

satisfaction in public libraries in Abia State. This is evident by the size of Pearson's Correlation Coefficient r, which is 0.45. 

Table 2: Pearson r on the relationship between team-orientation school culture and teachers’ job satisfaction in 

public secondary schools in Abia State. 

Source of Variation                             N                 r Remark 

Team Orientation Culture 

Job Satisfaction 

350 0.72  

High Positive Relationship 

As shown in the above table, there is a high positive relationship existing between team orientation school culture and 

teachers’ job satisfaction in public libraries in Abia State. This is evident by the size of Pearson's Correlation Coefficient r, 

which is 0.72. 

Table 3: Test of significance of relationship between bureaucratic school culture in schools and teachers’ job 

satisfaction in public secondary schools in Abia State. 

Source of Variation                             N                 r p-value Remark 

Bureaucratic Culture 

Job Satisfaction 

 350 0.45  

0.00 

 

Sig 

Analysis in Table 3 shows that there is a significant relationship between bureaucratic school culture and teachers’ 

job satisfaction in public secondary schools in Abia State. The calculated r (0.45) had P.value <0.05. The 1st null 

hypothesis was therefore rejected. 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

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Table 4: Test of significance of relationship between team-orientation school culture and teachers’ job satisfaction 

in public secondary schools in Abia State. 

Source of Variation                             N                 r p-value Remark 

Team Orientation Culture 

Job Satisfaction 

 350 0.72  

0.00 

 

Sig 

Analysis in Table 4 shows that there is a significant relationship between team orientation school culture and 

teachers’ job satisfaction in public secondary schools in Abia State. The calculated r (0.72) had P.value <0.05. 

The 2nd null hypothesis was therefore rejected. 

Discussion of Result 

Bureaucratic School Culture and Teachers’ Job Satisfaction 

The findings of this study revealed a weak positive relationship between bureaucratic culture and teachers’ job 

satisfaction in public secondary schools in Abia State. This result contradicts the findings of Al-Shammari and 

Al-Am (2018), who reported a strong positive relationship between bureaucratic organizational culture and 

employee job satisfaction. The disparity in these findings may be attributed to variations in research contexts, 

including differences in the time frame, participant demographics, sample size, and organizational settings of the 

two studies. 

The weak relationship observed in the current study may be explained by the nature of bureaucratic culture in 

schools, which prioritizes strict adherence to rules and policies over addressing the professional, emotional, and 

developmental needs of teachers. In such settings, the rigidity associated with bureaucratic structures may 

suppress innovation and limit teachers’ ability to exercise professional autonomy, thereby dampening their job 

satisfaction. The hierarchical control and excessive procedural requirements often lead to delays in decision-

making, which may further contribute to teacher frustration and reduced morale. 

Despite this, the study also found that a significant relationship exists between bureaucratic culture and teachers’ 

job satisfaction. This aligns with the findings of Indiyati, Fauziah, and Putri (2020), who reported a significant 

association between bureaucratic culture and employee job satisfaction. The perceived fairness and transparency 

associated with bureaucratic systems—such as the discouragement of favoritism and the promotion of equity 

through clearly defined rules and policies—may explain the statistically significant relationship observed in this 

context. 

Team-Orientation School Culture and Teachers’ Job Satisfaction  

The finding of this study revealed that team-orientation culture in schools has strong positive relationship with 

teachers’ job satisfaction in public secondary schools in Abia State. This agreed with the finding of Chukwuemeke 

and Owenvbiugie (2022) which showed that team-orientation organizational culture has strong positive 

relationship with job satisfaction of business educator. The similarity of time span in which the two studies were 

conducted could explain the agreement in the findings. Team-orientation organizational culture of schools which 

encourage teachers to work together by sharing ideas, cooperating and learning from each other uplifts their 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

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morale and strongly improve their job satisfaction. Teachers who work together in team-orientation organizational 

culture have the tendency of coming up with multiple solutions to tackle work problems which thereby go a long 

way to improve their job satisfaction. 

Further result showed that there is significant relationship between team-orientation culture in schools and 

teachers’ job satisfaction in public secondary schools in Abia State. This affirmed the finding of Kumari and 

Mukherjee (2021) which indicated that there was a significant correlation between team-orientation school culture 

and job satisfaction. A unified team encouraged in team-orientation creates strong bonds, reduces conflicts and 

also enables teachers to gain fresh perspectives of performing their duties which significantly contribute to their 

job satisfaction. 

Conclusion  

Following the findings of the study, it was concluded that there is a moderate positive and significant relationship 

between bureaucratic school culture and teachers’ job satisfaction in public secondary schools in Abia State. 

There is also a high positive relationship between team orientation school culture and teachers’ job satisfaction 

in public secondary schools in Abia State. 

Recommendations 

Based on the findings of this study, the following recommendations were made:  

1. Principals should minimize the rigidity in bureaucratic culture which reduces the freedom of staff to be 

innovative while executing tasks. This will enhance their job satisfaction. 

2. Principals should assign tasks to teachers in teams and groups. This will help develop team-orientation culture 

which will help improve teachers’ job satisfaction.   

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

9 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

|  https:// topjournals.org/index.php/AJAC 

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 American Journal of Arts and Communication 

Vol.10, Issue 3; May – June 2025 

ISSN: 2994-0540 

Impact Factor: 7.94 

1252 Columbia Rd NW, Washington DC, United States 

https:// topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

 

10 | A m e r i c a n  J o u r n a l  o f  A r t s  a n d  C o m m u n i c a t i o n  

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