School Culture to the Personal Development of BSED Major in Science

Students in Mindoro State University

A Thesis
Presented to College of Teacher Education
Mindoro State College University
Calapan City Campus
Masipit, Calapan City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Science

By:
Ma. Hannah Bless H. Abdon
Darline A. Marcos
Dee Ann M. Pagcaliwagan
 CHAPTER I
BACKGROUND AND ITS SETTING

Introduction
School culture helps the students and teachers to grow individually and

collaboratively. Hence, school culture has its various way depending on the

school and depending with the majority agreement of that certain environment.

But then, does the school culture of a certain school are effective and significant

to the academic achievement and personal student development? Does it is

aligned and anchored with how the students will grow productive academically,

and socially develop with moral and values.

Today it is not only about the academic achievement but then also the

personal development. Personal development is a lifelong process. It is a way

for people to assess their skills, qualities, consider their aims in life and set goals

in order to realize and maximize their potential (SKILLS YOU NEED). In the

other related studies, it is not yet reported the relationship and impact of school

culture to personal development. Therefore, the student’s academic

achievement may increase when teachers of school may show hard work, good

performance, completion of their task and creating greater efficiency regarding

student’s stimulation and achievement. And this is the more reason why we has

been designed to this study. Since, it is reported that school culture have a

positive relationship to academic achievement we come up to further investigate

how Mindoro State University school culture work to the personal development.
 School is the starting point of student’s achievement and growth as

individual. School is a second home where it is open for all. School interconnect

the students, teachers, parents, administrators and the head staff of the school

with one goal and that is the student’s success and achievement. According to

Pervez, Dahar & Maryam, (2017), school culture involves administration, parent,

teachers and students. It deals with the set of beliefs, principal standards, action

and communicating revolving around the school and the community.

Gruenert & Whitaker (2015) recommended that school culture should

promote improving student achievement, which ought to be a definitive objective

of schools. To accomplish objective, teachers should team up to improve

instructing and learning. Collegial work and combined instructive qualities

produce better outcomes.

Indeed, in the studies of Pervez, Dahar and Maryam it is reported that

academic achievement has a positive relationship in school culture. It also

reported that school culture shows a stronger impact on the academic

achievement. The purpose of this study is to determine if there is significant

relationship between school culture to the personal development in terms of goal

setting and academic achievement. The more reason to that is that this study will

help the school to develop and strengthen school culture that may contribute not

only for academic achievement but also for the personal development of the

student that can be a great factor to success and their preparedness in their

chosen profession and preparedness in their working environment.

Conceptual Framework
DV IV

Personal
School Culture Development
a. Leadership a. Goal setting
b. Collegial b. Academic
teaching Achievement

c. Professionalism

School Methodology for Strengthening of Setting Clear Goals Towards

Personal Dvelopment

Figure 1: Conceptual Framework

The figure 1 shows the paradigm of the study. The first box shows the

dependent variable which is school culture such as leadership, collegiality

support and professionalism. While on the second box shows the independent

variable which is the personal development in terms of goal setting and

academic achievement. On the other hand, single headed arrow shows the

relationship of school culture to personal development in terms of goal setting

and academic achievement. The third box shows the output at the end of the

study.

Statement of the Problem

This study wants to determine the relationship of school culture to the

personal development.
Specifically, this study aimed to answer the following questions:

1. What is the level of School Culture?

a. Leadership

b. Collegial teaching

c. Professionalism

2. What is the level of school culture to the personal development of a

Regular Science Student from Teacher Education in Mindoro State

University?

a. Goal Setting

b. Academic Achievement

3. Is there a significant relationship between school culture to the personal

development of a Regular Science Student from Teacher Education in

Mindoro State University?

4. What could be the possible output can be formulated at the end of the

study?

Statement of the Hypothesis

The hypothesis of the study wanted to test is:

1. There is no significant relationship between school culture to the personal

development of the Regular Science Student from Teacher Education in Mindoro

Sate University.
SCOPE, LIMITATION AND DELIMITATION

The study primary focused on the relationship of school culture to the

personal development of Regular Science Students from College of Teacher

Education in Mindoro State University. School culture to Personal Development

was delimited to the level of school culture such as leadership, collegiality

support and professionalism, to the personal development of the students in

terms of goal setting and academic achievement, adaptive questionnaire will be

used by the researcher. Regular Science Students from College of Teacher

Education in MINSCAT University will be the respondents.

The study limited only on finding the relationship of School Culture to the

Personal Development of the Regular Science from Student College of Teacher

Education at MinSu in terms of their goal setting and academic achievements.

Significance of the Study

It is hoped that the result of the study will benefit the following:

Future Educators. This study may encourage students to become more specific
on their future career by setting goals.

Teachers. This study may be able to determine the strengths and weaknesses
of their students based on the school culture. This may generate suggestion
about the learning development and may also suggest the motivation of the
future educators.

School. This study aims to motivate the administration to improve school culture
and the learning system inside the campus in accordance to personal
development of their student.
Future Researchers. They may use this study as a pattern for their future
studies. It can also be the image of their school culture for the future
professionals in relation to their personal development. This may contribute a
better understanding to the effect of school culture towards growth.

Definition of Terms

To facilitate understanding of this study, the following terms are defined

operationally.

Academic achievement- it refers to the general weight average of the students

from College of Teacher Education in Mindoro State University.

Collegial teaching- it refers to a continual growth through collaborative work,

shared planning, personal and group reflection, and dialogue among teachers.

Leadership- it refers interpersonal roles and relationship among organizational

members with the norms, values, belief, cooperation, sharing, support and

encouragement and sensitivity to the problems and difficulties expressed by

colleagues.

Personal development- it refers to the holistic view in terms of goal setting as a

meaningful, personal improvement and data based such as experiences, skills,

interest and feedback and to the academic achievement of a students.

Professionalism- it refers to a commitment to the continuous improvement of

the learning process and commitment among teachers to serve as sources of

help and support colleagues within the organization.

School Culture- it refers to the set beliefs, norms and practices in terms of

leadership, collegial teaching and professionalism.

Theoretical Framework

The theories is embedded in this study which focus on interrelationship of

school culture to academic and personal development.

The theories is embedded in this study which focus on interrelationship of school

culture to academic and personal development.

Transformational theory. This theory is anchored in the leadership

specifically transformational leadership by Bernard M. Bass. The

transformational leadership theory is a leadership style that can inspire positive

changes in those who follow. Bass also suggest the four components of

transformational leadership; intellectual stimulation to encourage creativity,

individualized consideration to offer support and direct recognition, inspirational

motivation to help followers experience the same passion and motivation to fulfill

goals in a clear vision and last is idealized influence to serve as role model and

emulate individuals and internalize his or her ideals. Goal setting theory

conceptualized that having specific and measurable goals is more effective than

setting unclear goals. In this theory it emphasized that goal setting must be

adhered with clarity, challenge to be more in keep motivated, engaged and

focus. Another is the commitment, feedback and task complexity. In this theory it

emphasize the great impact of a well-defined goals and constructive feedback

and more likely to accomplish goals when they are specific and
measurable(Edwin A. Locke,1986).Dilt’s Logical Level Pyramid Theory. In this

Robert Dilt provide a structure that will guide about the changes of individual,

group . or organization. It has six level of thinking or situation: environment,

behaviour, capability or competence, beliefs, identity and spirituality. It explains

about external condition, actions, reactions, personal strategy, values, reasons,

sense of self and what else beyond an individual.

This three theories will support the study in three aspect the leadership,

personality and learning. Since school culture has three variables the leadership,

collegial support and professionalism these three theory are fitted to the study

because basically, transformation leadership theory are focused with intellectual

stimulation, individual consideration, inspirational motivation and emulate

individual we can anchored the Dilts Logical Level that focus or explains the

concept of six levels that can be a factor of changes and how can an individual,

group or organization will grow and come up to their best version and self sense

and beyond that of individual.. Additionally, the goal setting theory which have

the great impact in their accomplishement and achivements when there is clarity,

challenges, commitment, and task compexity.

 Chapter II

REVIEW RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies to the school

culture to academic achievement and personal development which is relevant to

the idea and concept of the undertaken study.

Gruenert and Whitaker (2015) recommended that school culture should

promote improving student achievement, which ought to be a definitive objective
of schools. To accomplish this objective, teachers should team up to improve
instructing and learning. Collegial work and combined instructive qualities
produce better outcomes.

Personal development is a way to better understand yourself, your unique

personality and potentials, your strengths and weaknesses, you aspiration and
your talents.

Additionally, personal development is a term that centralize and enriching

self-awareness, life goals, personal challenges and long- standing
aspirations(Life Coach Directory)

Indeed, Kyle Wagner (2016) explains the importance of school culture to

helps student breed success. He discussed how to build a positive and strong
culture. He states that “keep in mind that creating a positive school culture can
have a remarkable impact on the success of your school. It shows how a positive
school culture encourages greater effort and productivity, collegial collaboration,
supports successful change, commitment, motivates and create a stronger
energy that may contribute to the success of the students and teachers in
school.

According to Logan, (2019) as cited by Tus (2020) school culture is a term

for any written or verbal form of perceptions, beliefs, and attitudes to the purpose
of school. A positive school culture helpful to professional satisfaction, morale,
student learning, fulfillment and success.

Moreover, when the school had a positive school culture, teachers oversee
the big picture and students are functional and productive mentally and
emotionally and in a better state to learn ( Raudys, 20/18) as cited by (Tus,
2020).

The articles in this issue of Teachers and Teaching: Theory and Practice
center around the connections among instructors and chiefs, educators'
prosperity, and commitment inside the school local area just as inventive
academic and instructor training approaches applicable to our constantly
evolving world. The examinations detailed here stress the focal part of
instructors and their prosperity to advance understudy learning and academic
turns of events. What's more, a portion of the papers unequivocally center
around administration and school level variables, just as different motivators
which spur instructors to work in the calling. They show the intricacy of the
school local area and its significance for instructors and understudies to develop,
learn and grow.

In relation to that, Pervez, Maryam, Dahar (2017) reported that presently a

head teacher does not lead a positive school culture but a school culture is more

effective on student’s academic achievements. School culture has stronger

impact on student’s achievement at secondary level from which 60 schools were

selected at the District of Rawalpindi. The authors recommended that principal

and management may develop positive culture common vision and democratic

culture within school regarding teaching learning decisions. The students

academic achievement may increase when teachers of school will show hard

work, good performance, completion of their task and creating greater efficiency

regarding students stimulation and achievement. School principal may know

leadership strategies about changing culture environment. Teacher may teach

students according to their individual differences for better outcomes.

Smith, Bettie Jeanne (2014). First, teachers' opinions of how well their

school leadership responds to their concerns is a good indicator of the school's

culture. Second, how administrators react to teachers' complaints has an impact

on their effectiveness. Finally, the percentage of teachers who are pleased or

disappointed with their school's leadership has an important impact on student

achievement.

The connection between school culture and student academic achievement

was run-through meta-examination in this paper. Fifty-four (54) various studies of

which only 25 can be incorporated to the meta-analysis were analyzed in

literature appraisal. This study, test gathering of 20287 individuals was formed

by collecting and using 25 autonomous studies. In view of the discoveries of

examination which were made by utilizing irregular impacts model, there were no

prejudice in the acquired information and it was affirmed that school culture had

a measurably significant impact on student achievement in school (Bektas,

Cogaltay, & Karada, 2015).

The study, “The Effect of School Culture on Student Achievement” (Koçyiğit,

M. (2017), shows the significance of school culture on student achievement was

at 0.49, the result shows that school culture has a medium level of impact on

student academic achievements. The mediators distinguished for the analysis

were; sort of distribution, the control group, the school subject or evaluation type,

devices of information assortment, the time of the analysis, the country where
the exploration occurred and sub-measurements of school culture, of which

information assortment tools and the time of the investigations are arbitrators for

the constructive outcome of school culture on student academic achievement.

In study of Jhoselle Tus (2020). He reported that motivation and challenge

to them best, rules and regulations that are implemented are need to be followed

but not punitive, and he discussed that students who followed are better than

those who did not, the school activities are beneficial to the well- being of the

students, the assessment, preparedness and feedback are significant to develop

and to enrich their academic performance. In this study we can come up that

school role as well as the student and teachers role are important to the

academic performance and not only academically but personally develop since it

strengthens our values as well as it builds our better personality towards the

rules and regulations that soon enough will be useful in the professional and

personal development.

Lei, Cui, & Zhou (2018) discussed that Overall student engagement and
academic achievement had a moderately strong and positive correlation, and a
study of the domains of behavioral, emotional, and cognitive engagement
revealed that almost all had a positive correlation with students' academic
achievement.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology that will be employs in this research

which state the research design, description of the respondents of the study, the

instruments used and the data gathering procedure.

RESEARCH DESIGN

The study will employ the quantitative research. Quantitative research

involves the process objectively collecting and analyzing numerical data to

describe, predict, or control variable of interest (Dr. Saul Mcleod, 2019).

Specifically, correlational research to determine the relationship of school culture

to personal development in terms of academic achievements, social desirability .

Correlational research means that there is a relationship between two or more

variables but not necessarily imply cause and effect (Lumencandela).

The researcher will used survey questionnaire in the study to collect and

obtain data that are needed in the study. Adapted questionnaire from different

studies about school culture will be used in the survey. Survey research is define

as “the collection of information from a sample of individuals through their

responses to questions”. This type of research allows a variety of methods to

recruit participants, collect data, and utilized various method of experimentation

(Check & Schutt, 2012).

Respondent of the Study

 The total population of the present study is a total of 142 Regular Science

Students of College of Teacher Education in Mindoro State University where

sample size taken in the first semester Academic Year 2020-2021. the Slovin

formula will be used to calculate the appropriate sample size of the population.

The researchers will use Stratified Proportional Random Sampling to obtain the

number of students from College of Teacher Education in Mindoro State

University.

Sampling Technique

The responsednts were chosen using Stratified Proportional Random

Sampling to obtain the number of students from College of Teacher Education in

Mindoro State University through the Slovin’s Formula.

n= N
1+ Ne2
where:
n= no. of sample
N= total population
e= Error of tolerance
n= 142
1+ (142)(0.05)2
n= 142
1.36
n= 104
Number of respndents were computed as follow:
First year BSED-Science
No. Of samples= no. Of section x no.of samples
Total number of population
 = 53x104
142
= 38
Second year BSED-Science
No. Of samples= no. Of section x no.of samples
Total number of population
= 35x104
142
= 25.6 or 26
Third year BSED-Science
No. Of samples= no. Of section x no.of samples
Total number of population
= 54x104
142
= 39.5 or 40

Table 1 presents the distribution of the Science Major student-respondents

of Mindoro State University.

Respondents level No. Of Population No. Of Sample

First year 53 38
Second year 35 26
Third year 54 40
total 142 104

Research instrument

The instrument school culture survey for students were utilized to identify the

relationship of school culture to the personal development of a Regular Science

Student from Teacher Education in Mindoro State University. The Likert Scale

type was based on 4 point scale; 4-strongly agree, 3- agree, 2- disagree, 1-

strongly disagree with 7 statements for leadership, 7 statements for collegial

teaching, and 6 statements for professionalism. Therefore there are 20

statements in overall. The instrument is based from the three variable of school

culture such as leadership, collegiality support and the professionalism.

Data Gathering Procedure

The data will be collected from a Regular Science Student from Teacher

Education in Mindoro State University through survey through via a google form.

Correlational and inferential statistics were used such as mean. The

correlation was used to measure the relationship between school culture, and

student development.

Statistical Treatment of Data

Pearson’s Correlation Coefficient or also known as Pearson’s r is the test

statistics that measures the statistical relationship, or association, between two

continues variable. It is the measure of linear correlation between two sets of

data.

Formula:

where
 r= correlation coefficient

Xi= values of the x- variable in a sample

x = mean of the values of the x-variable

Yi = value of the y-variable in a sample

y = mean of the values of the y-variable

Appendices:

Table 1 presents the distribution of the Science Major student-

respondents of Mindoro State University.

Respondents level No. Of Population No. Of Sample

First year 53 38
Second year 35 26
Third year 54 40
total 142 104

Table 2: School Culture- Leadership

School Culture

Leadership Strongly Agree Disagree Strongly

Agree (4) (3) (2) Disagree
(1)

1. Administrators
provide visible,
ongoing support for new school
programs and ideas.

2. Administrators
are sympathetic
with problems and difficulties
encountered by teachers in their
work.

3. Administratorswork to ensure
the cooperation of teachers.

4. Administrators visibly
encourage teachers to be the
best that they can be in the
classroom.

5. Teachers and administrators

work cooperatively in developing
new school programs and
policies.

6. Teachers receive the

assistance they need from
administrators and colleagues to
enhance the quality of teaching
and learning in their classroom.

7. Leadership roles are equally

shared by teachers and
administrators.

Table 3: School Culture- Collegiality Teaching

SCHOOL CULTURE

COLLEGIALITY TEACHING Strongly Agree(3) Disagree( Strongly

agree (4) 2) disagree
(1)
1. Teachersare willingly to help
each other when problem arise.
2. Teachers share classroom
experiences with each other to
improve their understanding of
students learning.
3. Teachers openly shares
problems with each other.
4. Teachers professionally share
and learn from one another.
5. Teachers encourage each
other to use professional
judgement when making
decisions.
6. Teachers feel comfortable in
providing suggestions to
colleagues about ways in which
to improve teaching and
learning in their classroom.
7. Teachers spend time together
to informally discuss ways to
improve the school.

Table 4: School Culture- Professionalism

SCHOOL CULTURE

PROFESSIONALISM STRONGL AGREE DISAGRE STRONGLY

Y AGREE (3) E (2) DISAGREE
(4) (1)
1. Teachers give priority to
helping their students develop
higher order thinking skills.
2. Teachers incorporate the
findings of educational research
into their own teaching and
learning practices.
3. Teachers believe that all
students can learn.
4. Teachers are committed to
professional growth to improve
teaching and learning.
5. Teachers adequately plan
teaching and learning activities
to accommodate individual
difference among students.
6. Teachers spend time in
professional reflection about
their work.

Table 5: Goal Setting

 Not very like me Very like me
1 2 3 4 5
1. Iset short-term for myself
(like finishing all my
homework or exercising for
an hour)
2. Iset long-term goals for
myself such as earning a
college degree or entering a
career.
3. Iset goals to achieve what
I think is important
4. Iimagine what life will be
like when I reach my goal.
5. My goals are meaningful to
me.
6. My goals are based on my
own interests and plans for
the future.
7. I
set goals to help me to
improve myself.
8. I
set goals to help me be
more successful in school.
9. I
set goals to help me do
my personal best.
10. When I want to learn
something, I make small
goals to track my progress.
11. I focus on my own
improvement instead of
worrying about whether
other people are doing better
than me.
12. Even if I lose a
competition, I’m pleased if I
have improved.
13. Based on everything I
know about myself, I believe
I can achieve my goals.
14. When I set goals, I think
about barriers that might get
in my way.
15. When I’m struggling, I set
goals to help me improve.
16. I set goals that are
challenging but achievable.
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