Organizational Climate and Teachers' Commitment as Predictors of Secondary School Teachers' Organizational Citizenship Behaviours in Plateau State, Nigeria

Abstract

This study investigated the influence of organizational climate and teachers’ commitment on organizational citizenship behaviours (OCB) among secondary school teachers in Mangu Local Government Area, Plateau State, Nigeria. This study employed a descriptive survey research design to investigate the influence of organizational climate and teachers’ commitment on organizational citizenship behaviours (OCB) among secondary school teachers in Mangu Local Government Area, Plateau State. Using a multistage sampling technique, 120 teachers were selected from both urban and rural schools, and data were collected through a validated questionnaire (reliability coefficient = 0.91), with 117 valid responses analysed. Data analysis involved mean scores, standard deviations, and multiple regression at a 0.05 significance level. The results showed that teacher support systems, a positive school environment, and effective leadership practices all had mean scores above the 2.50 cut-off, indicating strong agreement on their positive impact on teacher well-being and student outcomes. The regression analysis revealed that both organizational climate and teachers’ commitment significantly predicted OCB (p < 0.05), leading to the rejection of the null hypothesis. Based on these findings, it is recommended that schools strengthen teacher support systems, promote a positive and safe environment, enhance leadership practices, implement holistic strategies, and institutionalize continuous monitoring and evaluation. These measures are essential for fostering teacher engagement, organizational citizenship behaviours, and sustainable educational improvement in secondary schools.