This study investigated the relationship between school culture, leadership, and teacher productivity in public secondary schools in Kwara State, Nigeria. Recognizing education as a key driver of national development, the study focused on how organizational factors within school influence teachers’ performance, which is critical to achieving educational objectives. A descriptive survey research design was adopted, and a sample of 300 respondents, comprising teachers and principals from 15 public secondary schools, was selected using a multistage sampling procedure. Data was collected through two self-designed instruments: The School Culture and Leadership Questionnaire (SCLQ) and the Teacher Productivity Questionnaire (TPQ). The instruments were validated by experts in Educational Management and tested for reliability using the test-retest method, yielding coefficients of 0.84 and 0.79, respectively. Data were analyzed using descriptive statistics and Pearson’s Product Moment Correlation at a 0.05 level of significance. Findings revealed significant positive relationships between both school culture and leadership with teacher productivity, indicating that fostering a supportive, collaborative, and value-driven school environment, alongside effective, ethical, and accountable leadership, enhances teacher performance. The study concludes that strengthening school culture and leadership practices is essential for improving teacher productivity. Recommendations include providing necessary teaching resources, promoting open communication, involving teachers in decision-making, and nurturing a culture of excellence and shared values to enhance overall educational outcomes.
Keywords: Leadership, Organizational effectiveness, Public Secondary Schools, educational outcomes, school culture, teacher productivity
