INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Green Organizational Culture and Pro Eco-Friendly Practices in
Public Universities Nigeria
Chikaosolu Blessing Obiasor., Chidimma Odira Okeke., Stanley Arinze Anah
Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State, Nigeria
DOI: https://doi.org/10.51244/IJRSI.2025.1210000020
Received: 21 Sep 2025; Accepted: 28 Sep 2025; Published: 29 October 2025
ABSTRACT
This study investigates the influence of green organizational culture on pro eco-friendly practices in public
universities in Anambra State, Nigeria, focusing on three key proxies: green leadership, green employee
behaviour, and stakeholders’ engagement. A descriptive survey research design was adopted, and data were
collected from 369 respondents drawn from two major public universities using a structured questionnaire. The
data were analyzed using linear regression analysis. The findings reveal that green leadership has a strong
positive and statistically significant influence on pro-eco-friendly practices (R² = 0.712, β = 0.902, t = 13.632,
p = 0.000), indicating that sustainability-driven leadership explains 71.2% of the variation in eco-friendly
practices. Similarly, green employee behaviour has a significant effect on pro-eco-friendly practices (R² =
0.452, β = 0.312, t = 7.256, p = 0.000), showing that employees’ active participation in eco-friendly initiatives
accounts for 45.2% of the variance. Furthermore, stakeholders’ engagement also significantly influences pro
eco-friendly practices (R² = 0.398, β = 0.279, t = 6.767, p = 0.000), suggesting that collaborative participation
among staff, students, government, and communities contributes to sustainability adoption. The study
concludes that green organizational culture plays a pivotal role in shaping pro-eco-friendly practices in public
universities. Strengthening sustainability-oriented leadership, promoting employee-driven green behaviour,
and fostering effective stakeholder collaboration are essential to improving environmental management. The
findings have practical implications for policymakers, university administrators, and stakeholders committed
to achieving sustainable development goals in higher education.
Keywords: Green organizational culture, Pro Eco-friendly Practices, Green Leadership, Green Employee
Behaviour, Stakeholders’ Engagement, Sustainability, Public Universities
INTRODUCTION
Universities across the globe have gradually shifted from treating environmental issues as peripheral concerns
to making sustainability a central part of their operations, curriculum, and strategic planning. This
transformation stems from increasing awareness of climate change, environmental degradation, and the need
for institutions of higher learning to play a leading role in shaping environmentally responsible citizens. Over
the past decade, many universities worldwide have adopted green campus initiatives, developed sustainability
policies, and integrated environmental goals into teaching, research, and infrastructure development. This shift
has created a foundation for exploring how organizational culture influences the extent to which universities
implement pro-eco-friendly practices, especially within the Nigerian context where public universities play a
critical role in education and community development (Adenle, 2021; Liu, Bai & Newell, 2020).
Green organizational culture refers to the collective values, beliefs, and practices within an institution that
promote environmental sustainability. It goes beyond policy documents to include the norms, shared meanings,
and behavioural expectations that guide staff, students, and other stakeholders towards eco-friendly actions. A
strong green organizational culture creates an enabling environment where environmentally conscious
decisions are encouraged and rewarded, leading to improved campus-wide sustainability performance. When
universities embrace sustainability as part of their culture, they are more likely to translate strategic intentions
into measurable actions, such as reducing energy use, minimizing waste, and implementing recycling systems
(Liu, Bai & Newell, 2020; Zacher & Rudolph, 2023).
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Recent empirical studies have shown that green organizational culture strongly correlates with the successful
implementation of pro-eco-friendly practices. Institutions with an established green culture tend to integrate
environmental values into human resource policies, procurement processes, infrastructure planning, and
curriculum development. These practices influence positive outcomes such as reduced carbon emissions,
improved energy efficiency, and biodiversity conservation within campuses. In the Nigerian context, research
shows that while some universities have made significant progress in adopting green initiatives, others still
lack structured frameworks to promote sustainability. This makes it essential to investigate how organizational
culture influences pro-eco-friendly practices in public universities in Anambra State (Adenle, 2021; Emodi et
al., 2025).
Green leadership plays a vital role in driving organizational culture toward sustainability. Leaders who
prioritize environmental goals influence strategic decision-making and allocate resources to support
sustainability programs. They set the vision for greener campuses, model environmentally responsible
behaviours, and encourage innovative solutions for reducing the ecological footprint of institutions. In public
universities, green leadership involves fostering policies and practices that integrate eco-friendly values into
daily operations, procurement, and infrastructure development. Therefore, assessing the effect of green
leadership on the adoption of pro-eco-friendly practices in Anambra State universities is central to
understanding institutional drivers of sustainability (Habeeb, 2024; Zacher & Rudolph, 2023).
Green employee behaviour is another crucial component of green organizational culture. It refers to the
voluntary actions of staff and students that contribute to environmental sustainability, such as reducing energy
consumption, avoiding single-use plastics, practicing proper waste segregation, and embracing paperless
systems. Research shows that organizations with effective training, rewards, and enabling environments foster
higher levels of employee participation in sustainability initiatives. In public universities, the collective green
behaviours of employees and students directly influence the success of pro-eco-friendly practices, making it
necessary to examine how individual actions contribute to institutional sustainability outcomes (Zacher &
Rudolph, 2023; Liu et al., 2020).
Stakeholders’ engagement also plays a significant role in promoting sustainability in higher education
institutions. Public universities operate within complex networks involving students, staff, alumni, community
members, government agencies, and non-governmental organizations. Engaging these stakeholders in
sustainability planning and implementation enhances awareness, encourages participation, and mobilizes
resources to support eco-friendly initiatives. In Anambra State, involving local communities and other external
partners has been found to improve the success rate of green campus projects, such as waste recycling schemes
and renewable energy adoption. Therefore, understanding the influence of stakeholder engagement on pro-eco-
friendly practices provides valuable insight into how collaborative efforts can strengthen institutional
sustainability goals (Emodi et al., 2025; Adenle, 2021).
In Anambra State, public universities are critical spaces for environmental education and sustainable
development. However, despite national and global calls for greener campuses, progress has been uneven, with
some institutions embracing sustainability while others rely on isolated projects lacking long-term strategies.
Linking green organizational culture to pro-eco-friendly practices offers a framework to understand why these
variations exist. By focusing on green leadership, green employee behaviour, and stakeholders’ engagement,
this study seeks to provide empirical evidence on how organizational culture drives sustainable practices in
public universities, ultimately contributing to environmental conservation and improved institutional
performance (Liu et al., 2020; Habeeb, 2024).
Objective of the Study
The broad objectives of the study are to evaluate Green organizational culture and Pro-eco-friendly practices in
public universities Anambra State, Nigeria. Specifically, the study intends to:
i. Examine the extent to which green leadership influences Pro-eco-friendly in public universities
Anambra State, Nigeria.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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ii. Ascertain the extent to which green employee behavior influences Pro-eco-friendly in public
universities Anambra State, Nigeria.
iii. Examine the extent to which stakeholders’ engagement influences Pro-eco-friendly in public universities
Anambra State, Nigeria.
Hypotheses
The following null hypotheses were tested at a 0.05 level of significance:
H₀₁: Green leadership has no significant influence on pro-eco-friendly practices in public universities in
Anambra State, Nigeria.
H₀₂: Green employee behaviour has no significant influence on pro-eco-friendly practices in public universities
in Anambra State, Nigeria.
H₀₃: Stakeholders’ engagement has no significant influence on pro-eco-friendly practices in public universities
in Anambra State, Nigeria.
REVIEW OF RELATED LITERATURE
Green Organizational culture
The terms for describing the concept of a green organizational culture have been diversified, including eco-
friendly culture, environment-friendly culture, sustainability-oriented culture, etc., which is mainly based on
extending organizational culture to a green oriented context. For instance, Norton et al. (2015) defined a pro-
environmental organizational culture as they extended organizational culture definition to meet the practical
and perceptual criteria of working on business with the premise in environment conservation and protection. It
is a widely accepted approach which we followed by defining green organizational culture here as a set of
collectively shared beliefs, values, perspectives, norms, and even practices, which guides organizational
members to behave properly toward the external environment during economic business processes. Green
organizational culture is one of the most debated topics by both the laymen and elite classes of people in
society. The green culture concept is mostly concerned with realizing and obtaining the ecological balance
(Mohezara et al., 2016). It involves both environment and people hence the need to carry out green culture
since it promotes ecological development and sustainable economic growth based on politics, science and
aesthetics (Galpin et al., 2015). Through globalization, different economies have shared the benefits of
undertaking green tendencies and incorporating such practices in their organizational culture. Most of the
organizations are restructuring their cultures to accommodate new factors on issues such as environmental
ones, behavior, and attitude related to environmental problems (Firoz and Abinakad, 2016).
Various scholars have identified the theory of reasoned action to establish the relationships between intentions,
attitudes, and behaviour based on the purchase of green products. A study conducted in Portugal and Brazil
identified the influence of mediating variables in the course of purchasing green products. Some of the models
used to describe the behaviour and need for green purchase included quality and price (Fuentes and
Fredriksson, 2016). However, other researches have faulted this finding claiming that price and quality are
situational factors and not the chief elements. The increased demand for green culture across the world has
forced specialty stores, departmental stores, and shopping malls to stock up numerous products, both useful
and useless. The entire practice has threatened the welfare of people and the ecological balance, with most
industries becoming a source of different pollutions to the environment and against the people (Harrison,
2019). The environment is deeply affected by the production, consumption, and disposal of manufactured
products. Nature is behaving unnaturally because of the excessive pollution with events such as heavy rains,
floods, drought, and global warming. The natural calamities such as earthquakes, cyclones, tsunami, and other
epidemics have become more frequent.
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Green Leadership
Green leadership is a management approach where leaders integrate environmental sustainability into their
strategic decisions, policies, and organizational culture. Chen and Chang (2020), green leadership refers to the
ability of leaders to inspire, influence, and guide their subordinates toward adopting eco-friendly behaviours
and sustainability-oriented practices. It emphasizes not only achieving organizational goals but also
minimizing environmental harm and promoting sustainable development. Similarly, Khan and Javed (2021)
describe green leadership as a transformational style where leaders motivate employees to support
environmental initiatives by creating a shared vision of sustainability and embedding ecological consciousness
into workplace operations. This leadership approach is essential in higher education institutions where
university leaders play a central role in shaping policies and practices that foster sustainability.
Green Employee Behaviour
Green employee behaviour (GEB) refers to the voluntary and intentional actions of employees aimed at
reducing the negative impact of their work activities on the environment and promoting sustainable practices
within organizations. Zacher and Rudolph (2023), GEB encompasses employees’ efforts to adopt eco-friendly
behaviours, such as minimizing energy consumption, reducing waste, and participating in recycling programs
within the workplace. Norton et al. (2021) describe green employee behaviour as the extent to which
employees consciously integrate environmental considerations into their daily job roles, thereby contributing
to organizational sustainability goals. Similarly, Saeed et al. (2022) define GEB as the proactive involvement
of employees in environmental conservation initiatives that align personal values with organizational
objectives. These definitions highlight that GEB is multidimensional, involving both prescribed behaviours
mandated by organizational policies and discretionary actions motivated by individual values and attitudes.
Scholars have argued that green employee behaviour is influenced by several organizational and individual
factors. Drawing from social exchange theory, Dumont et al. (2020) posit that when employees perceive
organizational support for environmental initiatives, they are more likely to reciprocate by engaging in
voluntary eco-friendly practices. Additionally, organizational culture and leadership have been identified as
critical determinants of GEB. For instance, Chen et al. (2021) found that institutions with strong environmental
policies and effective leadership foster greater participation in green initiatives among employees. At the
individual level, environmental awareness, personal norms, and perceived behavioural control significantly
predict employees’ willingness to adopt green practices (Zhang & Liu, 2021). These findings suggest that
while GEB is largely employee-driven, it is strongly shaped by the organization’s structures, resources, and
leadership support.
Stakeholders’ Engagement
Stakeholders’ engagement refers to the process through which an organization involves individuals, groups, or
institutions that are affected by its operations or have the capacity to influence its decisions and performance. It
involves establishing collaborative relationships to ensure that diverse perspectives are considered in policy-
making and implementation. According to Freeman and Dmytriyev (2021), stakeholders’ engagement is a
strategic approach where organizations actively interact with internal and external stakeholders to enhance
decision-making and ensure sustainability. Similarly, Greenwood et al. (2022) define stakeholders’
engagement as an inclusive process of dialogue, collaboration, and shared responsibility aimed at creating
long-term value for both organizations and society. This shows that effective stakeholders’ engagement is not
only about consultation but also about building mutual trust and achieving sustainable outcomes.
In the context of higher education, stakeholders’ engagement is essential for achieving environmental
sustainability and promoting pro-eco-friendly practices within campuses. Universities rely on multiple
stakeholder groups such as students, staff, alumni, communities, government agencies, and non-governmental
organizations to plan, implement, and monitor sustainability initiatives. Abdul-Rashid et al. (2020), when
stakeholders are effectively involved in decision-making, institutions are more likely to achieve environmental
goals and improve operational efficiency. Similarly, Oduro and Addae (2021) emphasize that engaging
stakeholders fosters collective ownership of environmental policies, enhances awareness, and improves the
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success rate of sustainability projects. This implies that stakeholder participation is a critical driver for
implementing green policies and achieving eco-friendly practices in public universities.
Recent studies further highlight that meaningful stakeholder engagement enhances institutional performance
and innovation in sustainability initiatives. As noted by Jermsittiparsert et al. (2023), involving stakeholders in
co-creating solutions ensures that their needs and expectations are aligned with organizational objectives,
thereby improving project acceptance and long-term impact. Moreover, Okeke and Eze (2022) argue that
stakeholder collaboration encourages resource sharing, facilitates knowledge exchange, and fosters innovative
approaches to tackling environmental challenges. In the Nigerian context, public universities in Anambra State
have increasingly recognized the need for stakeholder involvement in developing effective pro eco-friendly
practices. Therefore, stakeholder engagement serves as a strategic mechanism for promoting sustainability and
ensuring that institutional policies are responsive to the needs of various interest groups.
Pro Eco-Friendly Practices
Pro eco-friendly practices refer to deliberate actions, strategies, and behaviours adopted by individuals,
organizations, and institutions aimed at minimizing negative environmental impacts and promoting ecological
sustainability. According to Khan et al. (2021), pro-eco-friendly practices involve adopting methods that
reduce waste generation, conserve energy, and promote the efficient use of natural resources. In higher
education, these practices encompass integrating environmental sustainability into campus operations,
teaching, research, and community engagement (Wang & Lin, 2022). Similarly, Abubakar and Umar (2023)
describe pro-eco-friendly practices as institutional strategies focused on lowering carbon emissions and
fostering a culture of environmental responsibility among stakeholders. These definitions emphasize that pro
eco-friendly practices are multidimensional, requiring policy integration, behavioural change, and
technological innovation.
The implementation of pro-eco-friendly practices in organizations, including universities, involves adopting
sustainable approaches in key operational areas. Choi and Yu (2020) explain that these practices include
energy conservation, green procurement, biodiversity protection, and waste minimization. In the context of
public universities, pro-eco-friendly practices also extend to promoting sustainability education and
influencing students and staff to adopt environmentally responsible behaviours. Agyeman et al. (2022) assert
that institutions that embrace such practices experience improved resource efficiency, enhanced environmental
performance, and better compliance with global sustainability goals. These dimensions highlight that
sustainability in higher education is not limited to infrastructural changes but also involves shaping attitudes
and fostering behavioural transformation among all stakeholders.
Theoretical Framework
Resource Dependence Theory (RDT)
Resource dependence theory (RDT) is concerned with the resources available in the environment external to
the llocal firm and in the custody of other companies holding those resources try to continue their grip to
maintain their authority and dominance while the companies in need of them try to find alternate resources or
new sources to minimize their dependence RDT can guide the management of companies on how to minimize
their dependence concerning the most critical and scarce resources specifically related to greening of overall
production process Customers and suppliers are identified as the most critical resources that should be
managed in addition to the physical resources such as raw materials, labor, or capital RDT lens can be used to
understand and explain GSCM practices and their adaptation for dependence on external resources and the
direct or indirect influence of the stakeholder on the focal organization For example, governments or
regulatory bodies can enforce a ban on the use of certain raw materials to protect the environment, or suppliers
can minimize the delivery of highly sought after materials or increase their prices. Customers with high
demanding power can ask for strict compliance to environmental standards or compulsion to obtain certain
certifications. Pressure groups, e.g., vibrant media or NGOs, can indirectly influence a focal firm to stop doing
business with certain suppliers or customers when such clients are not complying with environmental
standards as in the case of Greenpeace and Nestle Every company in a supply chain has a different level of
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power and dependence on each other. RDT can help companies balance their position in a power-dependence
scenario with environmental contributions (Sancha, Longoni, & Giménez, 2015). Under such circumstances,
RDT is useful to plan and implement green organizational culture and pro-eco friendly practices by
establishing links with customers and suppliers concerning green purchasing and the design of the products
(Sancha, Longoni, & Giménez, 2015).
Green Organizational Culture and Pro-Eco-Friendly Practices
Green organizational culture refers to the shared values, beliefs, and practices within an institution that
prioritizes environmental sustainability and guide behaviours to achieve ecological goals. According to Chen
et al. (2021), a green organizational culture fosters a collective mindset where sustainability becomes an
integral part of organizational identity and daily operations. In public universities, such a culture shapes
policies, decision-making processes, and operational strategies that promote environmental responsibility.
When institutions integrate green values into their organizational culture, they are more likely to adopt pro-
eco-friendly practices such as waste segregation, energy conservation, sustainable procurement, and
biodiversity protection (Oliveira et al., 2021). As noted by Agyeman et al. (2022), cultivating a strong green
organizational culture is essential for embedding sustainability into institutional frameworks, enabling
universities to serve as models of environmental stewardship.
Green leadership is a critical driver of green organizational culture and pro-eco-friendly practices. Leaders
influence organizational direction by setting sustainability visions, formulating policies, and providing
resources for green initiatives. Habeeb (2024) argues that transformational green leadership fosters eco-
conscious decision-making and ensures that environmental goals are integrated into strategic planning.
Similarly, green employee behaviour — voluntary actions taken by employees to support sustainability —
directly impacts the success of eco-friendly practices. Zacher and Rudolph (2023) explain that employees in a
supportive organizational culture are more likely to engage in behaviours such as recycling, energy saving, and
using paperless systems. In public universities, promoting green employee behaviour through training,
incentives, and awareness campaigns can significantly improve institutional environmental performance (Khan
et al., 2021). Together, green leadership and employee engagement ensure that environmental strategies are
effectively translated into measurable actions.
Stakeholders’ engagement is another crucial proxy of green organizational culture that influences the
implementation of pro-eco-friendly practices in higher education institutions. According to Emodi et al.
(2025), involving internal and external stakeholders such as students, staff, alumni, government agencies, and
community members promotes collective ownership of sustainability goals. When stakeholders actively
participate in planning, decision-making, and implementation, universities are better positioned to achieve
environmental objectives like reducing carbon footprints and managing resources efficiently. Oliveira et al.
(2021) highlight that universities with strong stakeholder engagement frameworks report higher success rates
in green campus initiatives, including waste recycling, renewable energy adoption, and biodiversity
conservation. In the context of Anambra State, where public universities face infrastructural and financial
challenges, fostering collaboration among diverse stakeholders is essential for scaling up pro-eco-friendly
practices and creating a sustainable learning environment.
Empirical Studies
Wang & Liu (2019). Investigate the Impact of Green Organizational Culture on Job Satisfaction and Retention
in Sustainable Fashion Companies China, Brazil. 200 employees, convenience sampling. The study reveals
that a green organizational culture positively affects job satisfaction and employee retention in sustainable
fashion companies. Employees who work in organizations that prioritize environmental sustainability
experience higher levels of job satisfaction and are more likely to stay committed to their organizations. The
study concludes that a green organizational culture is essential for fostering job satisfaction and retention in
sustainable fashion companies. Recommendations include integrating sustainable practices into various aspects
of the organization, providing opportunities for employees to contribute to environmental initiatives, and
communicating the impact of their work on sustainability goals.
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Gupta & Sharma (2021). Investigate the Implementation of Pro Eco-Friendly Practices in Third-Party
Logistics Providers Ghana, South Africa. 250 employees, random sampling. The study examines the impact of
implementing pro eco-friendly practices in third-party logistics providers. It finds that organizations that adopt
eco-friendly practices, such as using electric vehicles, reducing waste, and optimizing transportation routes,
experience positive effects on employee attitudes and behaviors. Employees in these organizations feel a sense
of pride and fulfillment in contributing to environmental sustainability, leading to increased job satisfaction
and engagement. The study concludes that implementing pro eco-friendly practices enhances employee
attitudes and behaviors in third-party logistics providers. Recommendations include providing training and
guidance on sustainable practices, establishing incentives for eco-friendly behaviors, and involving employees
in environmental decision-making processes.
Kim & Park (2017). Examine the Influence of Green Organizational Culture on Workplace Well-being in
Sustainable Technology Companies South Korea, Germany. 180 employees, systematic sampling. The study
investigates the influence of a green organizational culture on workplace well-being. It finds that organizations
that prioritize environmental sustainability and integrate green practices into their operations contribute to
employees' overall well-being. A green organizational culture fosters a positive work environment, instills a
sense of pride in employees, and promotes work-life balance. The study concludes that a green organizational
culture positively impacts workplace well-being. Recommendations include promoting environmental
awareness and education, creating a supportive and inclusive organizational climate, and implementing
policies that support work-life balance.
METHODOLOGY
This study adopts a descriptive survey research design to investigate green organizational culture and pro-eco-
friendly practices in public universities within Anambra State, Nigeria. The research focuses on two major
public universities: Nnamdi Azikiwe University, Awka, and Chukwuemeka Odumegwu Ojukwu University,
Igbariam Campus. Both institutions were selected because of their size, diversity, and relevance to the study.
Data for the research were obtained from both primary and secondary sources. The primary data were collected
using a structured questionnaire, which was divided into two sections. Section A focused on demographic
information such as gender, age, marital status, educational qualification, and years of service, while Section B
contained questions directly related to the research topic. Secondary data were obtained from journals,
textbooks, academic articles, and relevant materials sourced from libraries and online repositories to provide
theoretical and empirical support for the study.
The total population of the study consisted of 4,800 academic and non-academic staff drawn from both
universities, with Nnamdi Azikiwe University having 2,700 staff members and Chukwuemeka Odumegwu
Ojukwu University comprising 2,100 staff members. Given the large size of the population, the researcher
adopted the Taro Yamane formula to determine the appropriate sample size. Using a 5% margin of error, the
calculation yielded a sample size of 369 respondents, which was considered representative enough to ensure
accuracy and reliability of the findings. A simple random sampling technique was adopted, giving every
member of the population an equal chance of being selected. This approach was deemed suitable to minimize
sampling bias and to ensure that the responses reflect the diverse characteristics of the entire population.
To ensure the validity and reliability of the research instrument, both face and content validity were applied.
The questionnaire was reviewed by two lecturers from the Department of Business Administration at
Chukwuemeka Odumegwu Ojukwu University, who assessed its relevance and clarity. Their suggestions and
corrections were incorporated into the final draft of the instrument. Reliability was established using the test-
retest method, whereby ten copies of the questionnaire were administered to ten respondents at two different
points in time within a one-week interval. The responses were correlated using Spearman’s rank correlation
coefficient, which produced a reliability coefficient of Rs = 0.79394, indicating a strong positive relationship
and confirming the instrument’s consistency.
Data collection was carried out through the direct administration of questionnaires to selected participants from
the two universities. This method ensured that accurate and relevant information was obtained from the target
population. Upon retrieval, the data were analyzed using both descriptive and inferential statistical techniques.
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Descriptive statistics were used to summarize the demographic information of respondents, while inferential
statistics, particularly linear regression analysis, were applied to examine the relationship between green
organizational culture and pro-eco-friendly practices in the selected public universities. The statistical analysis
provided insights into the extent to which organizational culture influences sustainable environmental practices
within academic institutions in Anambra State.
Data Presentation And Analysis
Hypothesis 1: Green Leadership and Pro-Eco-Friendly Practices
Model Summary
R-squared Adj. R-squared F-statistic Prob (F-statistic)
0.712 0.709 185.623 0.000 ***
ANOVA Table
Source Sum of Squares Mean Square F-statistic P-value
Regression 345.743 345.743 185.623 0.000 ***
Residual 140.000 0.378 - -
Total 485.743 - - -
Coefficients
Variable Coefficient Std. Error t-Statistic P-value
Constant 1.412 0.101 13.990 0.000 ***
Green Leadership 0.902 0.065 13.632 0.000 ***
The R-squared value of 0.712 indicates that green leadership explains 71.2% of the variance in Pro-Eco-
Friendly Practices. The ANOVA results confirm statistical significance (F = 185.623, p < 0.05). The
coefficient for green leadership (B = 0.902, p = 0.000) demonstrates a strong positive relationship. Therefore,
the null hypothesis is rejected, and the alternate hypothesis is accepted: Green leadership significantly
influences Pro-Eco-Friendly Practices in public universities in Anambra State, Nigeria.
Hypothesis 2: Green Employee Behavior and Pro-Eco-Friendly Practices
Model Summary
R-Squared Adj. R-Squared F-statistic Prob (F-statistic)
0.452 0.447 52.613 0.000
ANOVA Table
Source Sum of Squares Mean Square F-statistic P-value
Regression 219.512 219.512 52.613 0.000
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Residual 266.221 0.726 - -
Total 485.733 - - -
Coefficients
Variable Coefficient Std. Error t-Statistic P-value
Constant 1.820 0.145 12.552 0.000
Green Employee Behavior 0.312 0.043 7.256 0.000
The R-squared value (0.452) suggests that green employee behavior explains 45.2% of the variance in Pro-
Eco-Friendly Practices. The ANOVA results indicate that the model is statistically significant (F = 52.613, p <
0.05). The coefficient for green employee behavior (B = 0.312, p < 0.05) shows a positive and significant
influence. Therefore, the null hypothesis is rejected, and the alternate hypothesis is accepted: Green employee
behavior significantly influences Pro-Eco-Friendly Practices in public universities in Anambra State, Nigeria.
Hypothesis 3: Stakeholder Engagement and Pro-Eco-Friendly
Model Summary
R-Squared Adj. R-Squared F-Statistic Prob (F-Statistic)
0.398 0.392 45.732 0.000
ANOVA Table
Source Sum of Squares df Mean Square F-Statistic Sig. (p-value)
Regression 183.512 1 183.512 45.732 0.000
Residual 226.319 367 0.617 - -
Total 409.831 368 - - -
Coefficients Table
Variable B (Unstandardized
Coeff.)
Std.
Error
Beta
(Standardized)
t-
value
Sig. (p-
value)
(Constant) 1.567 0.088 - 17.807 0.000
Stakeholder
Engagement
0.279 0.041 0.632 6.767 0.000
The R-squared value (0.398) indicates that stakeholder engagement explains 39.8% of the variance in Pro-Eco-
Friendly. The F-statistic (45.732, p < 0.05) shows that the model is statistically significant. The coefficient for
stakeholder engagement (B = 0.279, p < 0.05) suggests that an increase in stakeholder engagement leads to a
significant positive change in Pro-Eco-Friendly. Therefore, the null hypothesis is rejected, and the Pro-Eco-
Friendly.
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DISCUSSION OF FINDINGS
Hypothesis 1: Green Leadership and Pro-Eco-Friendly The study establishes a strong positive relationship
between green leadership and Pro-Eco-Friendly, as evidenced by an R-squared value of 0.712. This implies
that green leadership accounts for 71.2% of the variance in Pro-Eco-Friendly, making it one of the most
influential factors in this study. The F-statistic (185.623, p < 0.05) confirms the statistical significance of this
model. These findings suggest that leadership commitment to environmental sustainability, through policies
and practices, plays a pivotal role in reducing carbon emissions. Universities with proactive green leaders tend
to integrate sustainability into institutional policies, fostering a culture of environmental responsibility.
Hypothesis 2: Green Employee Behavior and Pro-Eco-Friendly The study reveals that green employee
behavior has a statistically significant effect on Pro-Eco-Friendly, with an R-squared value of 0.452, meaning
that employee behavior accounts for 45.2% of the variance in Pro-Eco-Friendly. The F-statistic (52.613, p <
0.05) confirms the model's significance. The positive coefficient (B = 0.312, p = 0.000) indicates that
promoting environmentally friendly practices among employees—such as energy conservation, recycling, and
waste reduction—significantly reduces carbon emissions. This finding aligns with literature suggesting that
individual behaviors within institutions contribute substantially to sustainability outcomes.
Hypothesis 3: Stakeholder Engagement and Pro-Eco-Friendly Stakeholder engagement significantly
affects Pro-Eco-Friendly, as indicated by an R-squared value of 0.398. This means that stakeholder
engagement explains 39.8% of the variance in Pro-Eco-Friendly. The statistical significance of the model (F =
45.732, p < 0.05) further validates this relationship. The positive coefficient (B = 0.279, p = 0.000) suggests
that increased participation of stakeholders—including students, staff, policymakers, and the community—
leads to more effective sustainability initiatives. This supports existing research that highlights stakeholder
involvement as crucial in driving sustainable development within institutions.
Summary of Findings
The study examined green organizational culture and pro-eco-friendly practices in public universities in
Anambra State, Nigeria. The findings indicate that:
i. Green Leadership significantly influences pro-eco-friendly, with (R² = 0.712, β = 0.902, t = 13.632, p =
0.000) indicating that sustainability-driven leadership enhances eco-friendly practices.
ii. Green Employee Behavior significantly influences pro-eco-friendly, with (R² = 0.452, β = 0.312, t =
7.256, p = 0.000), highlighting the importance of employee involvement in sustainability initiatives.
iii. Stakeholder Engagement positively influences pro-eco-friendly, with (R² = 0.39 8, β = 0.279, t = 6.767,
p = 0.000), emphasizing the role of collaboration among university stakeholders in promoting
sustainability.
CONCLUSION
The study concludes that a strong green organizational culture fosters pro-eco-friendly practices and
significantly reduces the carbon footprint in public universities in Anambra State, Nigeria. Universities must
prioritize sustainability through comprehensive policies and active participation of employees and
stakeholders.
RECOMMENDATIONS
i. University leadership should integrate sustainability into decision-making processes, ensuring that
environmental goals align with institutional objectives.
ii. Institutions should introduce training and incentive programs to motivate employees towards adopting
and maintaining green practices.
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iii. Universities should collaborate with government agencies, NGOs, and the private sector to drive
sustainability initiatives and foster knowledge-sharing on environmental management.
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