This study examined organisational culture as a determinant of workers’ job commitment in public secondary schools in Ogun State. The  study adopted an ex-post facto design approach. The population consists of all workers (teaching and non-teaching staff) in secondary schools in Ogun State, Nigeria. A multi-stage random sampling technique was adopted where five (5) public secondary schools (comprising of both junior and senior) were randomly selected from each of the local government area s from twenty (20) local government areas in Ogun State, making a total of ten (10) secondary schools were selected for the study. Stratified random sampling technique was used in selecting ten (10) workers (teaching and non-teaching) from each junior and secondary  schools respectively, making a total number of twenty (20) workers from each of the selected ten (10) secondary schools. A total number of 200 workers was selected  for the  study. The  instrument  used for this study is a questionnaire which is sub-divided into three sections. Section A was used to collect information on personal characteristics of the respondents while Section B contained Workers Organisational Commitment Scale which was designed to measure workers’ job commitment. Section C contained Organisational Climate Index (OCI) and was used to measure organisational culture.  Data was analyzed using regression and T-test analysis at 0.05 level of significance. Findings revealed that organisational culture has significant relationship with public secondary school workers’ job commitment and that there was no significant difference in public secondary school workers’ job commitment between senior and junior school employees. It is concluded that organisational culture determines job commitment of public secondary school employees in Ogun State. Based on the findings, it is therefore recommended  that motivation strategies should adopted to improve teachers’ salaries and promotions. Teachers should positively change their attitude s to work and view their job as more of a  call than a profession.    

The study examined mother tongue and learning environment as students’ predictors of academic achievement in reading comprehension. This study adopted an ex-post facto design. The population consists of all senior secondary school students in Ijebu-North and Ijebu-Ode Local Government Area of Ogun State. A multi-stage random sampling technique was employed in selecting the sample. Four (4) senior secondary schools were randomly selected from each of the Local Government Area, making a total number of eight (8) senior secondary schools. Stratified random sampling technique was adopted in selecting 50 students from each of the selected senior secondary schools, 25 students each represent the gender totaling 400 students selected for this study. The instruments used for this study were two instruments, a questionnaire and an achievement test on reading comprehension. Kurder-Richardson 21 formula was used to obtain the inter-item reliability coefficient of 0.72 and items on achievement test on reading comprehension was extracted from a past questions of Ogun state unified examinations on English Language. The data analysis involved multiple regressions Analysis. The results were tested at 0.05 level of significance. Based on the findings, it was deduced that there is no significant composite influence of mother tongue and learning environment on students’ achievement in English Language. There is no significant relative influence of mother tongue on students’ achievement in reading comprehension. Part of the recommendations made was that teachers should be encouraged in using mother tongues in teaching. Teachers should cultivate a positive perception towards the use of English in school.