Influence of Collaborative and Autonomous Organizational Climates on Teachers’ Job Performance in Public Secondary Schools in Mbeere North, Kenya

Abstract

The quality of organizational climate within educational institutions significantly influences teacher motivation, job satisfaction, and overall performance. In Kenya, persistent challenges such as teacher demotivation, high attrition, and declining instructional quality raise concerns about the workplace environment, particularly in rural and semi-arid sub-counties like Mbeere North in Embu County. This study investigated the influence of collaborative and autonomous organizational climates on teachers’ job performance in public secondary schools in Mbeere North Sub-County. The study was anchored on the Organizational Climate Theory and employed a descriptive survey research design. The target population comprised 650 teachers and 47 headteachers across 47 public secondary schools. A proportionate sample of 229 teachers and 25 headteachers was selected using stratified and simple random sampling techniques. Data was collected using structured questionnaires for teachers and a semi-structured interview guide for headteachers. Quantitative data was analyzed using descriptive statistics and logistic regression, while qualitative data underwent thematic analysis. The findings revealed that a collaborative organizational climate had a significant positive effect on teacher job performance (β = 0.257, t = 3.507, p < 0.05), highlighting the importance of teamwork and peer support. Furthermore, an autonomous organizational climate significantly influenced job performance (β = 0.399, t = 3.117, p < 0.05), suggesting that professional freedom and innovation improve teacher accountability and instructional delivery. The study concludes that fostering collaborative practices and granting professional autonomy are critical to enhancing teacher effectiveness. It is recommended that school administrators actively promote cross-departmental teamwork and empower teachers with instructional independence to boost overall academic performance.