School Work Culture and Teacher Productivity in Higher Secondary Education: An Empirical Analysis

Abstract

The present study investigates the relationship between school work culture and teacher productivity among higher secondary teachers, with specific reference to differences based on gender, educational qualification, employment status, teaching experience, and type of school management. A descriptive survey method was adopted, and data were collected from a representative sample of higher secondary teachers using standardized tools to measure dimensions of school work culture—namely administrative support, communication practices, professional development, collaborative efforts, and policy alignment—and teacher productivity, including academic preparation, classroom management, instructional strategies, use of teaching resources, and teacher–student relationship. Statistical analyses such as t-tests, ANOVA, and correlation analysis were employed to test the formulated hypotheses. The findings revealed partial differences in school work culture and significant differences in teacher productivity across selected demographic and professional variables. Female teachers demonstrated higher overall teacher productivity, while teachers with professional training (PG with B.Ed.) and those with 5–10 years of experience exhibited superior performance in key instructional dimensions. Variations were also observed across government, government-aided, and private schools in both work culture and productivity. Importantly, a significant and positive correlation was found between school work culture and teacher productivity, indicating that a supportive and collaborative institutional environment enhances teachers’ effectiveness. The study underscores the need for context-sensitive administrative practices, strengthened professional development programs, and policy initiatives aimed at fostering positive school work cultures to improve teacher productivity at the higher secondary level.