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Chapter I

INTRODUCTION

Background

Governments all over the world have immense faith in education, and

rightly so because the success of our birth and development as a vibrant

democracy could be attributed to an educated and enlightened citizenry. As

expressed by Nelson Mandela, “Education is the most powerful weapon which

can be used to change the world. It is the first step for people to gain the

knowledge, critical thinking, empowerment and skills needed to make this

world a better place to live in.”

Similarly, Llagas et al. (2016) said that education should be of the best

quality so that a country can become strong and capable of pursuing its desired

visions and goals. Educated people can fulfill their personal and social

responsibilities efficiently and effectively. When the citizens of a nation are

highly educated, other countries will admire and respect them. Education is a

sure promise that can free people from the bondage of ignorance and poverty.

Llagas et al. (2016) likewise stressed that if a nation has to grow, then it

must nurture and develop its citizens into well-rounded individuals. There is

greater likelihood that individuals can find a better place in society when they

are equipped with the knowledge, skills, values, and habits derived from
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education. The ultimate measure of their usefulness as individuals is their

contribution not only to the well-being of their fellowmen, but to the country

as a whole. Hence, the school, which is the venue for formal training and the

refinement and crystallization of ideas that enable them to become

contributors to progress and development are looked up to in providing

training and other services in response to the need for social growth.

In the Philippines, the citizenry has a natural hankering for truth and

knowledge. Ceniza (1994) as cited by Olonan (2010) remarked, “I know of no

other people who set such great value in learning and education than Filipinos.

Filipinos show admiration for people with great minds.”; hence the

government spends time, effort, and logistics to establish an educational

system that could serve the educational needs of students with the recognition

that this kind of education is the government’s vehicle in equipping its

citizenry with the indispensable knowledge, skills, attitudes, and values in

preparation for the role they have to portray in the society where they belong.

As such, education authorities embark on periodic assessment to

determine the status of education in their respective governments. The

Program for International Student Assessment (PISA) is a worldwide study by

the Organization for Economic Cooperation and Development (OECD) in

member and non-member nations intended to evaluate educational systems by

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measuring the scholastic performance of 15-year old school pupils in

mathematics, science, and reading. PISA and similar international

standardized assessment of educational attainment are increasingly used in the

process of education policy making at both national and international level

(McGaw, 2009). It was first conducted in 2000 and repeated every three years

with the aim of providing comparable data in order to enable countries to

improve their education policies and outcomes, specifically in problem solving

and cognition. (OECD PISA, 2018).

The latest PISA results released on December 3, 2019 revealed that the

Philippines scored 353 in mathematics, 357 in science and 340 in reading, all

of which are below the average of participating OECD countries. In a news

statement, former Education Secretary Leonor M. Briones said that the failure

of the government to spend portions of its gross domestic product (GDP) for

education apparently resulted in the current quality of education in the

country. She added that it is the first time that the Philippines joined PISA in

2018 as part of the quality basic education reform plan and a step toward

globalizing the quality of the basic education department so it will be able to

establish its baseline in relation to global standards, and benchmark the

effectiveness of its reforms forward. The PISA results, along with the

Department’s own assessments and studies, will aid in policy formulation,

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planning, and programming. The Education Chief further noted that DepEd

will lead the national effort for quality basic education by implementing

“aggressive reforms” in specific areas.

It could be noted that even before the Philippines participated in the

PISA in 2018, DepEd has already conducted assessment on school

performance and school effectiveness. However, after careful analysis, there

were some points that needed improvement in order that schools and their

teaching staff are objectively and appropriately evaluated.

The Department of Education, in its desire to address this concern came

up with the School Based Management (SBM) system. The present School

Based Management (SBM) operational framework presents the key

components of the assessment system and how they are organized and

interrelated to enhance continuous improvement of learning outcomes and

product of learning. These key components are the guiding principles of the

assessment system, indicators of SBM practices, and school accreditation. The

indicators of SBM consist of leadership and governance, curriculum and

learning, accountability and continuous improvement, and management of

resources, of which the levels of practice are Level I – developing, wherein

structures and mechanisms with acceptable level and extent of community

participation and impact on learning outcomes are being developed; Level II-
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maturing meaning the level at which continuous improvement process that

integrates with community and improves significantly performance and

learning outcomes are being introduced and sustained; and Level III –

advanced or accredited wherein the production of intended outputs or

outcomes and meeting all standards of a system fully integrated in the local

community and is self-renewing and self-sustaining are ensured (DepEd Order

No. 83, s. 2012). These levels give a clear picture of which level schools are

performing.

The implementing guidelines on the revised school-based management

(SBM) states that the stakeholders play an important role in managing the

schools. They are the partners of the school leaders in making the schools

conducive to teaching and learning. They are also responsible for the

achievement of the learning outcomes through their active participation in

school activities, programs and projects (D.O 83 s. 2012).

In order to raise the bar for quality and excellent in education, schools

have to be intrinsically motivated to embrace the standards of SBMS. The

proponent of the present study, however believes that SBMS alone does not

spell perfect or even excellent performance among schools since there are

certain constructs that should be assessed to arrive at a clearer and more

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objective evaluation of the performance of schools such as organizational

culture and climate.

Organizational culture has deep impact on the variety of organizations’

process, employees and performance. If employees are committed and share

the same norms as they value their organizations, they can increase

performance toward achieving the overall organization goals (Shahzad, et. al

2013).

Daud and Taahyadin (2018) stated that improvements to the typical

daily school scenarios must be examined in order to create a positive school

culture environment, generating school and student’s excellent performance.

Daud and Taahyadin (2018) have identified the following contributing factors

to a positive school culture: i) teacher's attitude; ii) excessive number of

students; iii) curriculum change; iv) lack of financial resources; v)

classification of student’s achievement level and; vi) lack of facilities.

On the other hand, in creating positive school organization, climate

should be the primacy of the work of every educational leader. Positive school

organizational climate will continue to encourage teachers to devote

everything they have relating to aspects of knowledge or mind, energy, time,

commitment, alignment and sense of professionalism and responsibility to

improve student achievement (Batlolona 2018).

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School climate is a leading factor in explaining student learning and

achievement. Investing in positive school climate is a key issue in schools for

the reciprocity of teacher and student wellbeing (Maxwell, et. al 2017).

Maintaining a positive school climate is crucial to the progress of a school

since healthy school environments improve students’ growth and resilience,

and, therefore, resilient students may strengthen future communities. (Penney

et al., 2017)

To further understand the implication of a healthy school climate to the

school’s achievement, Duze and Rosemary (2013), offered recommendations

to enhance school climate and eliminate problems faced by principals to

ensure effective instructional leadership. They include, among others, that

school principals should increase safety by adopting violence-prevention and

conflict-resolution programs; increase students, teachers and non-teaching

staff acceptance of diversity; ensure that students are treated with care,

fairness and consistency; ensure that the school buildings are physically

attractive and kept in good condition; that government should provide up-to-

date learning materials and enforce the use of school climate as a central

characteristic of school accountability and assessment system.

Glisson (2016) believes that culture and climate are the key dimensions

of the social context in an organization that are central to promote innovation

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and effectiveness in human services, supporting innovation and improving

service effectiveness. Along with organizational culture and climate,

organizations have to put premium into continuous evaluation on activities,

programs and services offered. In order to thrive for school’s high

performance, teacher and school heads’ evaluation schemes as well as school

mechanisms are to be adopted. Hence, quality standards are to be met through

the schools’ voluntary commitment towards standards.

School management therefore needs to take appropriate actions to

continuously commit itself to standards and counteract challenges that exist to

generate student’s excellent performance, to enhance healthy school culture

and school environment. This in turn allows the teaching and learning process

to be conducted smoothly as it ensures high performance in schools (Daud and

Taahyadin, 2018).

Teachers are indispensable resource in school since they play a major

role in the effective performance of the school. In the locality, due to teachers

multi-tasking responsibilities, compliance to reportorial directives, meeting

deadline and adherence to changing processes, they tend to display negative

attitudes towards work. This somehow may influence organizational climate

and culture which may eventually affect their work performance. It is believed

that attitude and teaching learning process are features of curriculum and
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learning, which are part of the indicators to gauge school- based performance.

It is in this light that the researcher would like to determine how attitudes and

beliefs be influencing organizational culture and climate and eventually work

performance.

Premised on the aforementioned ideas and concerns, this study on

School-Based Management performance level of public elementary schools in

Nueva Vizcaya as determinant of organizational culture and organizational

climate was conducted.

Statement of the Problem

This research undertaking determined the School-Based Management

performance level of public elementary schools in Nueva Vizcaya as

determinant of organizational culture and organizational climate.

Specifically, it sought answers to the following questions:

1.What is the school-based management performance level of practice

in terms of leadership and governance, curriculum and learning, accountability

and continuous improvement, and management of resources as evaluated by

the school heads, teachers, and parents?

2.What is the level of organizational culture along goals, curriculum

content, teaching strategies, co-curricular programs/activities/structures, and

instructional resources as perceived by the school heads and teachers?

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3. What is the level of organizational climate along situational,

environmental, and personological components as perceived by the school

heads and teachers?

4. Are there significant differences in the assessment of the school

heads, and teachers, and parents on the school-based management

performance of the respondent schools?

5. Are there significant differences in the assessment of teachers and

school head on organizational culture and organizational climate?

6. Are there significant differences in the respondents’ assessment of

school-based management, organizational culture and climate when grouped

according to category of schools?

7. Do the components of school-based management predict

organizational culture and climate?

8. What theory/ies may be drawn based on the findings of the study ?

Objectives of the Study

This research undertaking determined the school-based management

performance level of public elementary schools in the Nueva Vizcaya as

determinant of organizational culture and organizational climate.

Specifically, the study determined the school-based management

performance level of practice along leadership and governance, curriculum

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and learning, accountability and continuous improvement, and management of

resources based on the evaluation of school-based management task force. It

also determined the level of organizational culture in terms of goals,

curriculum content, teaching strategies, co-curricular programs and activities/

structures, as well as instructional resources. In addition, it identified the level

of organizational climate along situational, environmental, and personological

components.

The study further explored on the significant differences on the

assessment of school-based management performance, their organizational

culture and organizational climate, school-based management, organizational

culture and climate when grouped according to category of schools as it also

determined if the components of school-based management predict

organizational culture and organizational climate.

Hypotheses of the Study

The null hypotheses that were tested in this study are:

1.There are no significant differences in the assessment of the school

heads, teachers, and parents on the School Based Management performance.

2.There are no significant differences in the assessment of the school

heads and teachers on the organizational culture and organizational climate.

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3.There are no significant differences on school-based management,

organizational culture and climate when grouped according to category of

schools.

Significance of the Study

The results of this research could provide salient information about

organizational culture, organizational climate, and school-based management

performance as they relate with one another. These insights may be beneficial

to the following:

Teachers. This study hopes to provide a rich background and/or

baseline data that would enable them to become aware of the prevailing

practices in their school pertaining to organizational culture and organizational

climate. In doing so, they could identify their schools’ strengths and

weaknesses which will enable them to contribute to a sound management of

their school.

Pupils. As beneficiaries of the teaching-learning process, they will be

benefited in the sense that whatever improvement that occurs in the school as a

result of the improvement of the organizational culture and organizational

climate, would most likely facilitate the optimum development of their

potentials. If teachers are content/satisfied in the culture and climate of their

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workplace, most likely they would perform better which redounds to better

pupil learning outcomes.

Parents. Being the partners of the school in the attainment of their

goals, the information derived from this study would make them realize that

they too, are part of the organizational culture and climate of the school.

Therefore, they should strive to work well with other members of the

organization to maintain healthy organizational culture and climate that would

contribute to the development of their children, and the community as a whole.

School Administrators. The findings of the study would serve as basis

for them to initiate training and development programs to broaden their

knowledge of organizational culture and organizational climate and that of the

teachers that redound to high or even outstanding school-based management

performance.

Deped Officials. They may gain valuable ideas about the interplay of

organizational culture, organizational climate, and school-based management

performance that may be necessary to address organizational issues and

problems which may open new dimensions to attain quality instruction, and

ultimately quality education.

Stakeholders. These community members hold a significant role in the

school’s continual improvement. The results of this study will emphasize the
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critical role of stakeholders in the achievement of the school goals, in line with

DepEd’s vision and mission. The study will be a substantial basis of

encouraging stakeholders to support school- related activities since they are a

part of the school system and the extent of their involvement affects the

school’s performance, as well as its culture and climate.

Future Researchers. This study could serve as a valid reference for

researchers who would embark on similar studies in the future, which would

consider variables other than those involved in this study such as profile

variables, teaching styles, decision making or conflict management, to

mention a few.

Scope and Limitations of the Study

This research investigation was focused on determining the school-

based management performance level of public elementary schools in Nueva

Vizcaya as determinant of organizational culture and organizational climate.

School-Based Management performance for the last three years was

determined in terms of four areas namely; leadership and governance,

curriculum and learning, accountability and continuous improvement, and

management of resources.

Organizational culture consists of the dimensions namely: goals,

curricular content, teaching strategies, co-curricular

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programs/activities/structures, and instructional resources. Meanwhile,

organizational climate consists of three components namely: situational,

environmental, and personological.

Data to describe these variables were gathered through the

questionnaire on organizational culture patterned after the Internal Efficiency

Cultural Subsystem of Zwaenopoel (1996) and Organizational Climate

Description Questionnaire adopted from Hernandez (1992). Hence, the results

of the study were limited to the responses / perceptions of the respondents,

likewise, results were confined within schools in the southern Nueva Vizcaya

and may not apply to the rest of the schools in the locality.

The respondents, in particular, are the public elementary teachers,

principals, head teachers, and parents.

Conceptual/Theoretical Framework

This study operates on the Theory of Intellectual Capital serving as the

framework on which its conceptualization was based.

The Theory of Intellectual Capital developed by Smith, as cited by

Harris (2000) has surfaced in the past decade in response to the growing

recognition of the significance of information and knowledge. Since

intellectual capital was first conceptualized during the same period that the

ideas of knowledge of management and human capital became an essential

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part of organizational discussion, it is more than ever important to clarify,

define, and differentiate the concept of intellectual capital.

The term intellectual capital collectively refers to all resources that

determine the value of an organization, and the competitiveness of an

enterprise. Intellectual capital from the point of view of human resources

cannot be easily translated into financial terms because all other assets of a

company are valued according to standard criteria. This could be appropriately

termed non-financial assets.

Marr (2018) cited different definitions of intellectual capital in various

disciplines and theories; a multitude of words is used to describe this concept.

Terms such as assets, resources, or performance or drivers are used

interchangeably and combined with terms like intangible, knowledge-based, or

non-financial.

Stewart (1997) as cited by Pidut (2020) defined intellectual capital as a

collective brain power consisting of knowledge, information, intellectual

property and experience that can be used to create wealth. It identifies the

essential knowledge, core competencies, and core capabilities of an

organization that directly or indirectly produce value. The same author

emphasized that intellectual capital is a rich source of data that helps to fill the

gaps in the strategy to make a plan successful.

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According to Patton et al. (2013), high intellectual capital and effective

professional development affect students. Student learning and achievement

increase when educators engage in effective professional training, particularly

centered on their intellectual abilities. They have to collaborate well with

others, since teachers develop expertise, not as isolated individuals, but

through job-embedded professional development and being members of

interdisciplinary teams with common goals geared toward student learning.

The same researchers assert that teachers should continue to access a

wide range of information to help students attain success. A teacher who

perceives professional development positively shows eagerness in gaining new

knowledge, skills, attitudes, values, and dispositions. She recognizes and

accepts that she needs to grow professionally to keep track with emerging

demands and innovations. The successful implementation of DepEd’s

educational program, particularly the K to 12 curriculum is lodged on the

hands of teachers and school administrators. As such, they are required to

equip themselves with continuous professional education and intellectual

capital to cater the learner’s growth and development. The teacher as human

capital, is one of the most essential elements of educational for she leads the

teaching-learning process to the right direction and takes charge of knowledge

output (Mizell,2010).
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Through intellectual capital, organizations are able to quickly adapt to

the changes and remain competitive. Intellectual capital has increasingly

become a source of competitive advantage due to innovation. In the present

environment, intellectual capital is one of the most critical factors that pave the

way to development and competitiveness in organizations. Intellectual capital

tends to be intangible in nature and be challenged when it comes to

determining its value. Defining and describing intellectual capital include

creating value and enhancing the success of an organization. Intellectual

capital helps in creating wealth and producing other high valued assets

specifically wealth of ideas and ability for innovation which greatly determine

the future of the organization (Obeidat et al.2017).

Pidut (2020) determined the perceptions of public elementary school

teachers in Kasibu West district of their intellectual capital along knowledge

of subject matter, teaching competencies, and readiness in the use of

technology, as well as their professional development and the

interrelationships of the variables. She found out that the respondents have

very high level of perceptions of their intellectual capital and their professional

development and that both variables are significantly correlated.

Having said these, it is absolutely necessary to assess teachers’

intellectual capital alongside with their individual teaching performance to

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ensure that they keep pace with the inevitable changes in society and be on the

right track towards the realization of the vision, mission, goals of the

organization.

School-based management (SBM) is a strategy to improve education by

transferring important decision-making authority from state and district offices

to individual schools. SBM provides principals, teachers, students, and parents

greater control over the education process by giving them responsibility for

decisions about the budget, personnel, and the curriculum. Through the

involvement of teachers, parents, and other community members in these key

decisions, SBM can create more effective learning environments.

According to the American Association of School Administrators

(AASA), the National Association of Elementary School Principals (NAESP)

and the National Association of Secondary School Principals (NASSP) and

other sources, School Based Management can allow competent individuals in

the schools to make decisions that will improve learning; give the entire

school community a voice in key decisions; focus accountability for

decisions; lead to creativity in the design of programs; redirect the resources to

support the goals developed in each school; lead to realistic budgeting as

parents and teachers become aware of the schools’ financial status, spending
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limitations and the cost of the programs; and improve the morals of teachers

and new leadership at all levels.

In the Philippines, School Based Management (SBM) was officially

implemented as a governance framework of DepEd with the passage of RA

9155 in 2001 as a legal cover. In November 2012, DepEd issued the Revised

School Management Assessment tool, called Individual/Office Performance

Commitment Review. The RSBM assessment tool is guided by the four

principles of ACCESS (A Child and Community- Centered Education System)

also known as Key Result Areas (KRAs) namely; leadership and governance,

curriculum and learning, accountability and continuous improvement and

management of resources. The indicators of SBM are contextualized on the

ideals of ACCESS school system, which are classified as developing,

maturing and advanced or accredited level.

To establish the guidelines and implementation of the tool, DepEd

released D.O. 2 s. 2015, which measures the efficiency and quality services

delivered by the teachers/administrators to the school clientele. This is a

shared undertaking between the superior and the employees that allows open

discussion of expectations aligned on specified KRAs for a standard

performance and behaviors which lead to personal and professional growth

(Primer for SBM, 2012).

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The preceding discussion on SBM leads to the assumption that an

organization’s culture and organizational climate can be determined by the

SBM performance of the teachers and school heads and the presumption that

organizational culture and organizational climate can be a reflection of SBM

practices. In other words, it could be said that SBM practices shape the culture

and climate of an organization. Inversely, the SBM practices might be

attributed to the kind of organizational culture and organizational climate they

are in. Apparently, these constructs might be interrelated.

Organizational culture is conceptualized as “the shared beliefs and

values within the organization that help shape the behavior patterns of

employees”.

Osibanjo et al. (2012) define organizational culture as “collective

process of the mind that differentiates the members of the group from the other

one.” Thus, it can be deduced that organizational culture could be the means of

keeping employees in line and acclimatizing them towards organizational

objectives. Organizational culture covers the organization’s goals; curricular

content; teaching strategies; co-curricular programs, activities and structures;

and instructional resources.

Schein’s Organizational Culture Model (2010) posts that organizations

do not adopt a culture in a single day, and that culture is formed in due course
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of time as the employees go through various problems. They use their past

experiences and start practicing it every day, forming the culture at the

workplace based on three levels: artifacts, values, and assumed values.

According to Zwanepoel, as cited by Dalay (2018), social structures or

structural elements of a socio-cultural group are present when there is a

network of enduring patterns of communication and social interactions in the

group. People in performing enduring patterns do not always deliberate on

what to do. They know the pattern to follow because it is an enduring network

of accepted patterns. The value judgment to act in a certain way is present,

though this value judgment may change with time. Communications become

social communications when they are enduring thoughts, feelings, or activity

tendencies in a socio-cultural group. Interactions become interactions when

they are enduring patterns in a socio-cultural group.

The study of Li (2015) concluded that culture within an organization is

very important as it plays a large role in whether it is a happy and healthy

environment in which to work. In communicating and promoting the

organizational ethos to employees, their acknowledgment and acceptance of it

can influence their work behavior and attitudes. When the interaction between

the leaders and employees is good, the latter will make a greater contribution
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to team communication and collaboration, and will also be encouraged to

accomplish the mission and objectives assigned by the organization.

Afedzie (2015) examined the influence of organizational culture on

employees’ ethical behavior. He disclosed that the cultural system of the

organization, such as code of ethics, authority, norms, and peer behavior are

pivotal in influencing employees’ ethical behavior in the workplace. In

addition, the group dynamics in the organization’s culture such as interactions,

leaders’ role modeling and training interventions are vital to encouraging and

making significant changes in employees’ ethical behavior. External and

cultural factors such as religiosity, value-based upbringing and guidance

actively enhance and foster ethical behavior among employees in the

workplace.

Anent to this, Borja (2012) advanced the idea that the value system that

constitutes a complex network of aims, values, beliefs, ways of thinking and

behaving form the cultural subsystem. These cultural factors influence

teachers’ impression, whether or not they are satisfied in their job, or possess

the disposition to exert optimum performance in teaching.

In this study, culture embodies leadership and governance, curriculum

and learning, accountability and continuous improvement, and management of

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resources since standards and norms are observed or practiced that distinctly

defines an organization from other organizations.

Meanwhile, organizational climate is composed of three components

namely; situational, environmental, and personological.

As a result of the interaction between organization and environment,

organizational climate is rich in content. Using different operational

definitions, researchers tended to select different atmosphere dimensions in

their studies.

Zhang’s (2010) classification of the organizational environment has been

the most widely recognized. He classified the organizational environment into

four dimensions – ecology, background, social system , and culture, and

speculated that organizational climate is the sum total of the environmental

characteristics of a group which results from the interaction of the four

dimensions. Ecology refers to organizational material resources, including

equipment, materials, instruments, construction and finance; background

environment covers all the background characteristics of an organization’s

members, including socio-economic status, education level, self-concept of

members and so on; social system represents the interaction between formal

and informal roles in organizations, including administrative organization

guidance programs, interaction between leaders and members, decision-

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making and participation models. Culture relates to contained norms, belief

systems, values, cognitive structures and so on (Zhang, 2010). Thus, the

concept of “organizational culture” that has been intensively and extensively

developed in recent years is actually a micro-level concept of organizational

climate.

Organizational climate is a complete and comprehensive concept but, in

studies on organizational climate aimed at developing greater practical use, a

number of issues have arisen: Does organizational climate have a significant

effect on the performance of human resource and organization management?

How about the relationship between different dimensions of organizational

climate and all specific organization effectiveness variables? Which elements

of organizational climate have positive effects on different aspects of group

performance? The answer to these questions offers theoretical references and

the building blocks from which organizations can ameliorate their

organizational climate and thus be helpful in improving the level of leadership

and the effectiveness of the organization.

Zhang (2010) revealed that organizational climate has significant

effects on organization effectiveness. It was found out that educational level,

especially leadership and communication can effectively predict group

performance. enterprise size, leadership, salary; and promotion has significant

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predicting effects on collective identity, educational level; rules; promotion

and development climate have significant predicting effects on group

commitment.

Zhang (2010) concluded that on the basis of laboratory studies

involving 260 middle level managers, different organizational climates have

different impacts on human performance. He summarized in his findings that

most respondents perceived their organizational climate as favorable to them.

The overall assessment of the organizational climate states that most of the

respondents have positive perceptions of the various dimensions of the

organization and most perceived that organizational climate has positive

influence on organizational development.

In a review of studies investigating organizational climate and

employees’ performance, the study of Ozge (2016) found that organizational

climate exhibits the clear role and clarity dimensions that result in a higher

satisfaction and performance of employees.

Li and Mahadevan (2017), investigated the impact of organizational

climate on employee performance in a Malaysian consultancy firm. They

found out that the identified dimensions of organizational climates such as role

clarity, communication, reward system, career development, relationships,

teamwork, support and direction are important on positively influencing the

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employee performance. These key factors contribute in identifying the success

or failure of the company and execute the suitable programs that boost up the

performance level in the organization in both short and long term.

Based on the foregoing discussions of theories and concepts especially

on Theory on Intellectual Capital, the researcher has arrived at the idea that

school heads and teachers are endowed with intellectual capacity and

capability to execute or perform the functions aligned to them and demonstrate

sound management of instruction and other school matters through best

practices in the school. However, their performance may be affected by the

culture of their school covering environmental situational and personological

aspects, school environment which consists of ecology, background social

system and culture summed up as organizational climate.

This study attempted to find out, among others, if the components of

SBM performance predict organizational culture and organizational climate. It

sought to specifically point out whether SBM relates with organizational

culture and climate or whether organizational culture and climate influence

SBM practices.

The cited theories, concepts, and insights justify the conceived study,

the conceptual paradigm of which is illustrated in Figure I.

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Conceptual Paradigm

Independent Variable Dependent Variable

ORGANIZATIONAL
SCHOOL- BASED
CULTURE
MANAGEMENT
● Goals
PERFORMANCE
● Curricular Content
●Teaching Strategies
 Leadership and Governance
●Co-curricular
Programs/Activities/Structures
 Curriculum and Learning
● Instructional Resources
 Accountability and

Continuous Improvement
ORGANIZATIONAL
 Management of Resource
CLIMATE

● Situational
● Environmental
● Personological

Figure 1. Research Paradigm Illustrating the Relationship of the

Independent Variables and Dependent Variables
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The research paradigm as shown in figure 1 illustrates boxes that contain the

independent and dependent variables of the study.

The independent variable is reflected on the first box in the left which is

School Based Management Performance involving its components namely:

leadership and governance, curriculum and learning, accountability and

continuous improvement, and management of resources.

The dependent variables, on the other hand, are reflected in the two

boxes in the right . The first dependent variable is organizational culture while

the second dependent variable is organizational climate.

Organizational culture comprised of the following components: goals,

curriculum content, teaching strategies, co-curricular

programs/activities/structures, and instructional resources while organizational

climate comprised of situational, environmental, and personological

components.

As further illustrated in figure 1, School Based Management

Performance is assumed to determine or predict organizational culture and

organizational climate.
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Operational Definition of Terms

To facilitate understanding of this study, the following terms are

conceptually and/ or operationally defined.

Accountability and Continuous Improvement. Accountability is

defined as the liability for ensuring that a task is satisfactorily done (McGrath

and Whitty, 2018), while continual improvement is defined as a means of

always identifying and making changes that result in better outcomes. It is a

concept that is central to quality management theories and programs of an

organization. (Hawks, 2020). This is one of the key result areas of school –

based management performance which implies continuity in making

improvements in the performance of management functions. It is measured by

the SBM tool prescribed by DepEd.

Advanced or accredited. This is the highest level of SBM practices

concerned with ensuring the production of intended outputs/ outcomes and

meeting all standards of a system that are integrated in the local community

and is self-renewing and self-sustaining ( DepEd Order 83, s. 2012). In this

study, it is a controlling variable to differentiate SBM practices organizational

culture and organizational climate.

 31

Co- curricular Program/ Activities/ Strategies. These are activities

which provide students with a lot of interesting and important experiences

outside the traditional classroom (Goode, 2018). It is defined as the

programmed activities to complement the regular curriculum performed by

students through the supervision of a designated adviser. In this study, it is a

component of organizational culture which pertains to the existence of non-

academic programs and activities in the school which eventually contributes to

school improvement. It is measured by the instrument adopted from

Zwanepoel (1996).

Curricular Content. This consists of knowledge, skills and attitudes

imparted by learning areas/ subjects, cross-cutting approaches and extra-

curricular activities as a main source of systematic and comprehensive

learning (International Bureau of Education, 2019). In this study, it is a

component of organizational culture which pertains to the appropriateness and

responsiveness of the curriculum as implemented in the school. It is used as

one of the dependent variables and measured by the questionnaire of

Zwanepoel (1996)

Curriculum and Learning. This refers to all elements of the teaching-

learning process that work in convergence to help students attain high

standards of learning and understanding of the curriculum goals and

 32

objectives. (Experimental Learning Courses Handbook, 2009). In this study, it

is a component of school- based management performance which is used as

the independent variable that is measured by the SBM performance tool.

Environmental. This focuses on the internal organization results that

lead to financial success and satisfied customers (Kairu et.al, 2013). In this

study, it is a component of organizational climate which measures the school’s

atmosphere in terms of teachers’ work dedication, enthusiasm, resourcefulness

and effective communication strategies. It is a component of organizational

climate variables used as one of the dependent variable and measured by the

questionnaire of Hernandez (1992).

Goals. These refer to strategic objectives that a company’s

management establishes to outline expected outcomes and guide employees’

effort to what the organization wants to achieve (Rouse, 2017). In this study, it

is a component of organizational culture which relates to the clarity, feasibility

and appropriateness of the school goals. It is one of the components, the

dependent variable measured by the instruments adopted from Zwanepoel

(1996).

Instructional Resources. These refer to alternative channels of

communication which a teacher can make use to convey more vividly

instructional information to learners (Samuel, 2009). In this study, it is a

 33

component of organizational culture related to the functionality and suitability

of learning materials/facilities in the school. It is one of the components of the

dependent variables gauged by the instruments of Hernandez (1992).

Leadership and Governance. This is the first area of school-based

management, which pertains to governance of basic education which is vested

in the DepEd with authority, accountability, and responsibility for ensuring

access to promoting equity in, and improving the quality of basic education

(Republic Act No. 9155). In this study, it is a component of school-based

management performance which is the independent variable which is

measured by the SBM tool.

Management of Resources. This refers to the area of the school-based

management performance that pertains to how supply and support are utilized

effectively to bring about productivity. These are resources which are

collectively and judiciously mobilized and managed with transparency,

effectiveness and efficiency. The indicators are: 1) regular resource inventory

is collaboratively undertaken by learning managers, learning facilitators, and

community stakeholders as basis for resource allocation and mobilization; 2)

regular dialogue for planning and resource programming that is accessible and

inclusive, continuously engage stakeholders , and support implementation of

community education plans; 3) in place is a community-developed resource

 34

management system that drives appropriate behaviors of stakeholders to

ensure judicious, appropriate and effective use of resources; 4) regular

monitoring, evaluation and reporting processes of resource management are

collaboratively developed and implemented by the learning managers,

facilitators, and community stakeholders; and 5) there is a system that

manages the network and linkages which strengthen and sustain partnership

for improving resource management.

Maturing. This is the second level of SBM practices pertaining to

introducing and sustaining continuous improvement process that integrates

wider community participation and significantly improve performance and

learning outcomes (DepEd Order No. 83, s. 2012). It is a controlling variable

for determining differences in the perceptional of SBM practices,

organizational culture and organizational climate.

Organizational Climate. It is defined as the recurring patterns of

behavior, attitudes, and feelings that characterize life in the organization; the

“shared perceptions of the way things are around here” (Isaksen and Ekvall,

2012). According to Jayashankar (2010), organizational climate serves as the

guidelines for dealing with people, and has a major influence on motivation

and productivity of individuals as well as total work group.

 35

In this study, it is one of the dependent variables which is composed of

the components namely: situational, environmental and personological and is

measured by 20-item questionnaire adopted from Hernandez (1992).

Organizational Culture. It refers to shared values, beliefs, or

perception held by employees within an organization (Tsai, 2011).

Organizational culture can be found in shared relationships among colleagues,

norms within the school environment, student and teacher relations, and

sharing experiences (Haberman, 2013). This can be reflected through schools’

values, beliefs and practices along leadership and governance, curriculum and

learning, accountability and continuous improvement and management of

resource.

In this study, it is one of the dependent variables which is comprised of

goals, curricular content, teaching strategies, co-curricular programs/

activities/ structures, and instructional resources and is measured by the

instrument adopted from Zwanepoel (1996).

Personological. Focused on the relationship among humans, this term

broadly implies the interactions and cooperation of people in groups which

operate in different fields such as business, schools, clubs, homes and the

government. In this context, it means the integration of people into a work

situation which motivates them to work together effectively, providing them

 36

social, psychological and economic situation (Velmurugan, 2016). In this

study, it is one of components of organizational climate, which is one of the

dependent variables. In their study, it is measured by the instrument used by

Hernandez (1992) in her study.

School- Based Management Performance (SBM). It is the

“decentralization of decision-making authority from central, regional, and

division levels to individual schools, uniting school heads, teachers, students,

as well as parents, the local government units and the community in promoting

instructional effectiveness.

Situational. This is identified through a general goal, discovering

means or objectives for its accomplishment, and defining a set of activities for

each objective. (Strategic Management, 2018). In this study, situational is a

component of organizational climate which pertains to the extent of the school

members’ job orientation, cooperative attitudes and professional practices

towards the achievement of the organization’s vision, mission, goals and

objectives. It is used as one of the dependent variables.

Situational awareness is a human experience defined as knowing and

understanding what is happening around you, predicting how it will change

with time, and being unified with the dynamics of your environment. People

practice situational awareness every day. Situational awareness is knowing

 37

what is going on around and staying vigilant to any changes or threat. By

becoming more aware and observant in the workplace, all employees can help

maintain a safe environment and improve the safety of everyone around them.

Teaching Strategies. These refer to methods used to help students

learn the desired course contents and be able to develop achievable goals in

the future (Armstrong, 2013). In this study, it is a component of organizational

culture which consists of various approaches and methods utilized by teachers

in delivering classroom instruction. It is also a component one of the

dependent variables is organizational culture. It is assessed by the instruments

of Zwanepoel (1996)
 38

Chapter II

REVIEW OF RELATED STUDIES AND LITERATURE

School – Based Management Performance

School Based Management, a framework on governance, transfers the

power and authority as well as the resources to the school level on the

assumption that the school heads including teachers, key leaders in the

community, and parents know the root and solution to the problem. In the

Philippines, SBM was officially implemented as a governance framework of

Deped with the passage of RA 9155 in 2001 as a legal cover. TTEP, SEDIP,

and BEAM-two pilot projects implemented by DepEd support the SBM as an

effective mechanism to improve the quality of education in the basic level.

School-based management is both a mechanism of decentralized

governance where the management of schools that are accountable to both

internal and external stakeholders is lodged in the school level; and a

framework for integrating various inputs such as teacher training, classrooms,

learning materials, nutrition programs, and resource mobilization among

others (Education for All 2015 National Preview). It is a viable structural

reform intervention used to improve the quality education in the public school

to produce functionally literate Filipinos. The big challenge ahead is the

nationwide implementation of SBM after the pilot testing.

 39

On November 27, 2012, DepEd issued the Revised School – Based

Management Assessment Tool, which is reflected in the Office Performance

Commitment Review for appraising school administrators. The assessment

covers four areas, the first of which is leadership and governance (Llagas, et

al. 2016).

The framework of the revised SBM is systems-oriented. It presents the

envisioned product of SBM and the inputs and processes needed to come up

with the product. The envisioned product is functionally literate citizen; a

citizen who is self-reliant, productive and patriotic (RA 9155). In addition, the

Constitution mandates that he/she should be science and technology-oriented.

The output is a result of an interactive and collective problem-solving process

that continuously raises the level of SBM practice until it accumulates in the

accreditation of the school. The process is enhanced and facilitated by a self-

managing, self-renewing learning community that assumes responsibility for

basic education of all types of learners.

The rationale behind the revised SBM are: 1) to better highlight the

children/learners as the center of the SBM practice; 2) to encompass the

diverse realities of learning context defined and uniquely occurring within

specific geographic, social, cultural, economic, political, and environmental

make-up of the contemporary study; 3) enhance commitment of education

 40

stakeholders at all levels to their responsibilities and accountabilities in

realizing the education outcomes for children; 4)further promote shared

governance between the school and the community; 5) integrate S.Y.

accreditation into SBM for a seamless assessment of a school system; and to

improve the school system’s capacity to be on track in achieving the

EFA/Millennium Development Goals and sustain performance.

Bandus (2012) stated that School-based management (SBM) with

devolution of authority and responsibility to school level decision-makers has

become the most prominent feature of public-school management systems in

most countries around the world. Education leaders and policy makers are

always seeking for reforms to improve the quality of basic education in their

country. However, despite these initiatives of leading people towards literacy,

every institution is still facing its own problems that need to be addressed.

These problems, especially in the public school, encompass high dropout rate,

quality educational service, high repetition rate, and limited holding capacity

of the schools (Abulencia, 2012).

In the context of education, functions such as policymaking, revenue

generation, curriculum design, school administration, and teacher management

are commonly transferred to the school itself. Decentralizing management in

educational institutions is a good strategy to help address the problems on

 41

governance and inefficiencies in providing the basic needs of the community

and society as a whole. Likewise, this leads to a more efficient allocation of

resources necessary to bring about improvements in the quality of education

being provided by the schools (Villanueva and Dela Cruz, 2019).

Yamauchi (2014) estimated the impact of school-based management

(SBM) on students’ test scores in the Philippines. The findings of the study

revealed that SBM increased the average national achievement test score by

4.2 points over three years. Furthermore, the empirical results also show that

schools with experienced principals and teachers are eager to introduce SBM.

Similarly, Arar and Nasra (2018) developed a model to analyze how

school-based management directly and indirectly (through motivation) affects

school effectiveness. The results show that there is a positive relationship

between all dimensions of self-management (decision-making, resource and

personnel management, availability of resources, and organizational structure)

and school effectiveness. In addition, the results show full mediation between

resource management, personnel and organizational structure, and school

effectiveness through motivation.

Similarly, Villanueva and Dela Cruz (2019) analyzed the praxis of

SBM on curriculum and learning in one of the public schools in the

Philippines. Results revealed different instructional practices employed by the

 42

teachers particularly in three identified major subject areas. But despite these

practices, the study suggested that educational institutions must still work on

programs and projects that will fortify their partnerships and linkages in the

community and other public and private institutions. This will help improve

the pedagogical techniques and instructional materials so as to respond to the

diverse needs of the students towards effective and efficient curriculum and

learning.

Relating to the implementation of SBM to the community, Bucud

(2018) examined the effect of education decentralization on the practice of

community participation in the Philippines. Based on the research findings and

analysis, the study concluded that education decentralization in the Philippines

provided the necessary legal framework and mechanisms to promote

community participation within a decentralized education management

context. However, changes in the pattern of community participation after the

enactment of RA 9155 have been limited and school sites have yet to fully

maximize this potential to develop and harness school-community

partnerships that are productive and mutually benefiting mechanisms to both

the school and the community.

Leadership and governance. This network guides the education

system to achieve its shared vision, mission, and goals making them
 43

responsive and relevant to the context of diverse environment. The indicators

in this area include: 1) development plan collaboratively crafted by the

stakeholders of the school and the community; 2) regular review of the

development plan by the school and community to keep it responsive and

relevant to emerging needs, challenges, and opportunities; 3) organization of

the school through a clear structure and work arrangement that promote shared

leadership and governance and define the roles and responsibilities of

stakeholders; 4) leadership and network that facilitate communication between

and among school and community leaders for informed decision making and

solving of school- community wide learning problems; and 5) a long term

program that is in operation which addresses the training and development

needs of school and community teachers.

Muslilah (2015), examined the correlation between the understanding

of school-based management, emotional intelligences and headmaster

performance. The study suggested that there is significant correlation between

understanding of school-based management and principals’ performance. It

was also proven that there is a significant correlation between emotional

intelligences and principals’ performance. Finally, there is a significant

correlation between the understanding of school-based management,

emotional intelligence and principals’ performance.

 44

Cabardo (2016), evaluated the levels of participation of the school

stakeholders in the different school-initiated activities and the implementation

of school-based management (SBM) in selected schools in the Division of

Davao del Sur. In terms of the level of participation of the school stakeholders

in the different school-initiated activities, a moderate descriptive rating was

found. The level of SBM implementation was found to be exceeding the

minimum standard. The level of participation of the school stakeholders in the

different school-initiated activities can be significantly affected by the level of

SBM implementation.

Curriculum and instruction. The curriculum learning systems are

anchored on the community and learners’ contexts and aspirations that are

collaboratively developed and continuously improved. This area is indicated

by: 1) the curriculum that provides for the development needs of all types of

learners in the school community; 2) implemented curriculum is localized to

make it more meaningful to the learners and applicable to life in the

community; 3) a representative group of school and community stakeholders

develop the methods and materials for developing creative thinking and

problem solving; 4) learning systems are regularly and collaboratively

monitored by the community using appropriate tools to ensure the holistic

growth and development of the learners and the community; 5) appropriate

 45

tools for teaching and learning are continuously reviewed and improved, and

assessment results are contextualized to the learner and local situation and the

attainment of relevant life skills; 6) learning managers and facilitators nurture

values and environments that are protective of all children and demonstrate

behaviors consistent to the organizational vision, mission, and goals; 7)

methods and resources are learner and community – friendly, enjoyable, safe,

inclusive, accessible and aimed at developing self – directed learners. Learners

are equipped with essential knowledge, skills, and values to assume

responsibility and accountability for their own learning.

Mustiningshih (2017) investigated the implementation of curriculum

management and school-based learning in Indonesian elementary schools and

suggested that supervisors should increase the program of development and

improvement of the implementation of curriculum management and school-

based learning in elementary schools so that the quality of its excellent

implementation can be maintained. Similarly, school principals are advised to

maintain the implementation of SBM in their schools, and to reinforce the best

practice that has been done in their school to other schools. Moreover, in order

to maintain and improve the implementation of curriculum management and

school-based learning, parents and students should continue to provide

supports in schools. The supports can be both material and non-material like
 46

suggestions, point of view, and opinions to improve the quality of schools in

general, and for the implementation of curriculum management and school-

based learning in particular.

Accountability and Continuous Improvement. This means a clear,

transparent, inclusive, and responsive accountability system is in place,

collaboratively developed by the school community, which monitors

performance and acts appropriately on gaps and gains. The indicators are; 1)

roles and responsibilities of accountable person or persons and collective

body/ bodies are clearly defined and agreed upon by community stakeholders;

2) achievement of goals is recognized based on collaboratively developed

performance accountability system and gaps are addressed through proper

action; 3) the accountability system is owned by the community and is

continuously enhanced to ensure that management structures and mechanisms

are responsive to the emerging learning needs and demands of the community;

4) accountability assessment criteria and tools, feedback mechanisms and

information collection and validation techniques and processes are inclusive

and cooperatively agreed upon; and participatory assessment of performance is

done regularly with the community. Assessment results and lessons learned

serve as basis for feedback, technical assistance, recognition, and plan

adjustment.
 47

Grinshtain et al. (2017) studied how primary school principals in Israel

cope with the gaps between authority and responsibility in their work, deriving

from partially implemented decentralization processes, and how this relates to

school-based management (SBM) and accountability principles. Results of the

study reveal that gaps were found between authority and responsibility, with

particularly low levels of authority alongside high levels of responsibility.

Coupled with the demand for accountability, those gaps led principals to adopt

three strategies – active, partly active, and passive – to help reduce the tension

resulting from them. The results indicated the importance of clear definitions

of authority and responsibility in principals’ work. The study deepened the

understanding of the gaps between these concepts as key for understanding

accountability at decentralized schools; tensions that principals cope with as a

result of those gaps; and the strategies that enable principals to ease the tension

for the benefit of all those involved in the principals’ work.

Management of Resources. This pertains to resources which are

collectively and judiciously mobilized and managed with transparency,

effectiveness and efficiency. The indicators are: 1) regular resource inventory

is collaboratively undertaken by learning managers, learning facilitators, and

community stakeholders as basis for resource allocation and mobilization; 2)

regular dialogue for planning and resource programming that is accessible and
 48

inclusive, continuously engage stakeholders , and support implementation of

community education plans; 3) in place is a community-developed resource

management system that drives appropriate behaviors of stakeholders to

ensure judicious, appropriate and effective use of resources; 4) regular

monitoring, evaluation and reporting processes of resource management are

collaboratively developed and implemented by the learning managers,

facilitators, and community stakeholders; and 5) there is a system that

manages the network and linkages which strengthen and sustain partnership

for improving resource management.

World Bank Group (2016) assessed the current status of school-based

management in elementary and high schools in the Philippines. The findings

reported a note which were based on a comprehensive survey of the public

education system that tracked public education expenditure and assessed the

quality of education services. The note showed that the key elements of an

effective school-based management system are in place. However, schools

reported that they are not yet implementing many of the key aspects of this

system. Moreover, parents and local communities still played a very limited

role in decision-making and in holding schools accountable. Given the ever-

increasing amounts of resources that schools now control and the need to give

them more flexibility over how to use those funds, this note argued that the
 49

role of representative school governing councils could be expanded and efforts

could be made by DepEd to increase awareness among parents and education

stakeholders of the useful role they could play in supporting school-based

management.

The study of Tapayan et al. (2016) assessed the impact of school-based

management level of practices among secondary school implementing units on

the K to 12 program implementations in Leyte Division, Philippines. With

respect to K to 12 program implementations, all secondary schools were on the

“practicing stage” while most secondary schools were considered to be in the

“starting stage” and “gearing up stage.” The impact of school -based

management in all the dimensions of school leadership, school

improvement processes, school-based resources and school performance

accountability was only moderate. There was a significant relationship

between the level of practices of school-based management and the

secondary school implementing units on the K to 12 Program

implementation. Secondary school heads need to undergo more

intensive trainings in order for their schools to be more responsive to the K to

12 program.

Organizational Culture
 50

Osibanjo et al. (2012), summarizes organizational culture as a

collective process of the mind that differentiates the members of one group

from the other one. Thus, it can be deduced that organizational culture could

be the means of keeping employees in line and acclimatizing them towards

organizational objectives.

Osibanjo et al. (2012) outlined organizational culture as the overall

phenomenon of the organization such as natural settling, the rites and rituals,

climate, values and programs of company like performance management,

training and development, recruitment and re-election, pay structure, and the

like. The same authors positioned organizational culture as the core of

organization activities which have aggregated impact on its overall

effectiveness and the quality of the product and services. The culture of an

institution has a thorough effect on the performance, determines arrangements,

decisions, human resources, and individual’s response to circumstantial

challenges (Efeoglu et al. 2017).

Culture at the workplace is a very powerful force, which is consciously

and deliberately cultivated and is passed on to the incoming employees. It is

the very thread that holds the organization together. The importance of

organizational culture was emphasized by Naicker (2011) who stated that,

“without exception, the dominance and coherence of culture proved to be an

 51

essential quality of excellent organizations or companies.” The stronger the

culture, the more it is directed towards its goals and the less need was there for

policy manuals, organization charts, detailed procedures or rules. In this

organization, people way down the line know what they are supposed to do in

most situations because the handful of guiding values is crystal clear.

Culture is socially learned and transmitted by members; it provides the

rules for behavior within organization. The definition of organizational culture

can guide organization members in knowing what to do and what not to do,

including practices, values, and assumptions about their work. The core values

of an organization begin with its leadership, which will then evolve to a

leadership style. Subordinates will be led by these values and the behavior of

their leaders, such that the behavior of both parties should become

increasingly in line. When strong unified behavior, values and beliefs have

been developed, a strong organizational culture emerges. Leaders have to

appreciate their function in maintaining an organization’s culture. This would

in return ensure consistent behavior between members of the organization,

reducing conflicts and creating healthy working environment for employees

(Yang, 2013).

Organizational culture expresses shared assumptions, values and

beliefs, and is the social glue holding an organization together (Trevino et al.
 52

2012). A strong culture is a system of rules that spells out how people should

behave. An organization with a strong culture has common values and codes

of conduct for its employees, which could help them accomplish their mission

and goals. It adapts overtime to cope with the dynamic changes and meet the

varying demands of the organization in its quest for gaining competitive

advantage in all its activities. Therefore, a supportive culture, as noted by

Ritchie (2011) is considered a motivational instrument which promotes the

organization to perform smoothly and ensure success in all it endeavors.

Organizations should strive for what is considered a “healthy”

organizational culture in order to increase productivity, growth, efficiency and

reduce counterproductive behavior and turnover of employees. He noted a

variety of characteristics to describe a healthy culture, which include: 1)

acceptance and appreciation for diversity; 2) regard for and fair treatment of

each employee as well as respect for each employee’s contribution to the

organization; 3) employee pride and enthusiasm for the organization and the

work performed; 4) equal opportunity for each employee to realize full

potential within the organization; 5) strong communication with all employees

regarding policies and organization issues; 6) strong organization leaders with

a strong sense of direction and purpose; 7) ability to compete in innovation

and client service; 8) lower than average turnover rates perpetuated by a

 53

healthy culture, and 9) investment in learning, training and employee

knowledge (Osibanjo et al, 2012).

Ashipaoloye (2014) conducted a local study dealing on a

comparative analysis of organizational culture and employee’s motivation

on selected cities in CALABARZON as basis for employees’ motivation,

leadership and innovative management. The result revealed that the three

cities, Batangas, Lipa and Tanauan all agreed to the organizational culture

and levels of motivation. Overall, working relationship was found to be the

best predictor among the organizational culture, while the best motivator

among employees was their need for achievement. Lastly, a proposed

program to further boost employees’ motivation/morale, leadership, and

innovative management was developed based on the significance of the

findings of research.

On the other hand, the study of Bernabe (2016) revealed the

relationship of organizational culture and productivity of elementary teachers

for enhancing the performance of teachers and rationalize the planning of

activities intended for improving the performance of teachers. It was found out

that organizational culture has a significant relationship with school

productivity.
 54

Kindot (2014) disclosed in her study that the respondents’ assessment

of their cultural subsystem on properly and widely disseminated goals, varied

instructional materials, and audio-visual aids caused very significant influence

on their altruistic qualities, and significant along innovative teaching

strategies, student services, community extension and outreach program.

Derije (2013) in a study on socio-cultural and economic subsystems of

public elementary school teachers disclosed that the respondents’ socio-

cultural and economic subsystems are very good; perceived their extent of

professional development desire as high, more particularly along, promotions,

rewards, trainings and seminars and opportunity for scholarships for higher

degree.

Goals. Organizational goals refer to the objectives that an organization

wants to achieve. Shazad et al. (2013), argued that if employees are committed

and share the same norms as they value their organizations, they can increase

performance toward achieving the overall organization goals. Goal as a

roadmap of organizations in their operations reflect organizational culture

which has deep impact on the variety of organizations’ process and

employees’ performance.

According to Zhang (2010) organizational culture affects behavior in

six aspects. Organizational cultures not only clearly affect the highest or long-
 55

term objectives, but also target organizational objectives as individual goals.

The objectives set by the organization allow its members to feel the value of

work and inspire the desire of succeeding.

Gerstner (2011) cited that a “strong” culture may be especially

beneficial to entities operating in the service sector since members of this

organizations are responsible for delivering the service and for evaluations

important constituents make about entities. Organizations may derive benefits

from developing strong and productive culture as follows: 1) Better aligning

the organization towards achieving its vision, mission, and goals; 2) High

employee motivation and loyalty; 3) Increased team cohesiveness among the

organizations departments and divisions; 4) Promoting consistency and

encouraging coordination and control within the organization and; 5) shaping

employee behavior at work, enabling the organization to be more efficient.

Several studies have emphasized the significant role of goals in the

efficient management and operation of a school institution.

Curricular Content. Curricular content is a main lever of education

quality which consists of knowledge, skills and attitudes imparted by learning

areas/subjects, cross-cutting approaches and extra-curricular activities as a

main source of systematic and comprehensive learning (International Bureau

of Education, 2019).
 56

Andrietti and Su (2017) proposed that a theory of education curricula is

horizontally differentiated by their paces. According to them, the pace of a

curriculum and the preparedness of a student jointly determine the match

quality of the curriculum for this student, so different students derive different

benefits from learning under the same curriculum. Furthermore, a change in

the curricular pace has distributional effects across students, benefiting some

while hurting others.

According to Kumari and Perumalil (2018), for curriculum to be

effective, several conditions have to be satisfied. So it is meaningful to talk

about the effectiveness of curriculum. Teacher motivation is an important

parameter related to implementation of the curriculum because it is the teacher

who ultimately implements the curriculum. It is expected that the teacher's

own sincerity towards work, seriousness and work motivation will have a role

to play both in forming an opinion regarding the curriculum, and in shaping its

implementation.

Furthermore, their study showed a positive correlation of effectiveness

of curriculum with both teacher motivation and student achievement.

Furthermore, teacher motivation has been found to be positively correlated

with teacher's perception of effectiveness of curriculum.

 57

Thus, an effective curriculum has a positive influence on the motivation

of the teacher. A school-wide comparison between effectiveness of

curriculum and student achievement did not give any significant correlation in

any case. Effectiveness of curriculum might be having a small positive

influence on student achievement.

The teachers’ involvement in the curriculum development process is

essential in meeting the needs of society. The process of curriculum

development requires teachers to act and reflect on society's needs in each

stage of the development process. Nevertheless, sometimes this process which

teachers are requested to follow is unclear. For example, in South Africa most

teachers are not qualified and lack the necessary skills to participate in

curriculum development.

This claim supports Handler (2010) who also found that there is a need

for teacher involvement in the development of curriculum. Teachers can

contribute by collaboratively and effectively working with curriculum

development teams and specialists to arrange and compose materials,

textbooks, and content. Teacher involvement in the process of curriculum

development is important to align content of curriculum with students’ needs

in the classroom.
 58

Student achievement is one of the parameters by which the quality and

performance of a school is judged. Student achievement can have several

dimensions, some of which are: 1) Academic, wherein students should be able

to obtain, understand, analyze, communicate and apply knowledge and skills

to achieve success in school and life; 2) Essential life skills and character,

where students should demonstrate the aptitude, attitude, and skills to lead

responsible, fulfilling, and ethical lives; and 3) Mastery of knowledge and

skills where students should demonstrate high-level thinking and working,

acquire personal qualities required for contributing their share towards an

effective and productive community and fulfilling the common good of all

(Expeditionary Learning, 2014).

Joskin (2013) investigated how policy intentions of the curriculum were

received and practiced by teachers and evaluated the effectiveness of the

implementation process. Findings revealed that the curriculum change was

challenging as policy expectations failed to align with practices. There were

little shared meanings between teachers’ views and classroom practices. This

lack of connection contradicted policy intentions. Findings from the study

revealed the need for collaborative professional development if policy is to be

aligned with practice.

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Mudzanani and Makgato (2016) examined school managers’

curriculum delivery roles that have direct impact on the academic performance

of learners. The overall results of the study indicated that school managers

from well- performing schools had strong monitoring system to effect frequent

testing of learners, content coverage earlier than end of school year, and high

lesson attendance by educators. Meanwhile, poorly-performing schools had

weak monitoring system only specializing on monitoring written work, non-

completion of content coverage if not late than end of June, and very low rate

of lesson attendance by educators. The study recommended that school

managers should improve their supervision and monitoring of teachers by

having compulsory accountability meetings between the School Monitoring

Team (SMT) and the principal and also apply compulsory period attendance

register to monitor and encourage lesson attendance, if they were to improve

the academic performance of learners.

Alsubaie (2016) stated that in order for curriculum development to be

effective and schools to be successful, teachers must be involved in the

development process. The curriculum must be a usable tool to assist teachers

in the development of individualized strategies and the methods and materials

necessary for them to be successful. Curriculum development should be

viewed as a process by which meeting student needs leads to improvement of

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student learning. In addition, it cannot be stagnant. Curriculum must be a

living document that is in constant flux. It must be adaptable to changes in the

educational community and in society in general. Only then will it be able to

be an effective change agent in the educational process.

Teaching Strategies. Armstrong (2013) defines teaching strategies as

methods used to help students learn the desired course contents and be able to

develop achievable goals in the future.

According to Ayeni (2011), teaching is a continuous process that

involves bringing about desirable changes in learners through use of

appropriate methods.

Substantial research on the effectiveness of teaching methods indicates

that the quality of teaching is often reflected by the achievements of learners.

According to Ayeni (2011), teaching is a process that involves bringing about

desirable changes in learners so as to achieve specific outcomes. Hence, it is

the responsibility of the school manager to monitor teaching and learning in

order to improve learners’ academic performance. Too, Kimutai and Kosgei

(2012) discovered that the head teacher’s supervisory roles to teacher’s

teaching practices has a major impact on learners’ academic performance.

Similarly, Ganyaupfu (2013) investigated the differential effectiveness

of teaching methods on students’ academic performance. The results indicated

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that among the three teaching methods utilized in the study, the teacher-

student interactive method was the most effective teaching strategy, followed

by student-centered method while the teacher-centered approach was the least

effective teaching method.

In order for the method used for teaching to be effective, Adunola

(2011) maintained that teachers need to be conversant with numerous teaching

strategies that take recognition of the magnitude of complexity of the concepts

to be covered.

These teaching methods work effectively mainly if they suit learners’

needs since every learner interprets and responds to questions in a unique way

(Chang, 2010).

Co-curricular Programs/ Activities/ Structures. According to Goode

(2018), co-curricular programs/ activities/ structures are activities which

provide students with a lot of interesting and important experiences outside the

traditional classroom. These activities allow students to explore strengths and

talents outside of academics, help students develop stronger time-management

and organizational skills, teach the importance of following through on

commitments, give students the opportunity to build friendships and

participate in group activities outside of the tight circle of the regular

classroom, and help in building their confidence and self-esteem.

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Bartkus et al. (2012) defined extracurricular activities as areas that do

not involve a grade or academic credit and participation is optional on the part

of the student. The extracurricular activities experience has become an

important component of many students’ school lives today (Feldman and

Matjasko, 2012). Many schools have invested significant resources into

extracurricular activities (Bartkus et al. 2012) and are expected to offer a wide

range of extracurricular activities to provide a balanced education.

Similarly, curricular and co-curricular programs of school promote

sustainable commitment to educational co-curricular activities, arranging

activities, including outcomes (Khan and Iqbar, 2014).

Ahmad (2011) has listed a number of values of curricular activities like

educational value, psychological values, development of social values,

development of civic values, and physical development values.

Co-curricular activities take care of the students’ different

developmental needs such as their sense of moral values and attitudes, skills

and creativity. Through their participation in co-curricular activities, students

can learn to communicate, to cooperate with other people, and in addition, to

enrich their life experience. If students are given the opportunities to organize

co-curricular activities, they will gain first-hand experience of program

planning and leadership, thus enabling them to discover and develop their
 63

potential. The implementation of co-curricular activities should be carefully

designed and implemented seriously. Any constraints in implementation

whether in terms of teacher training, equipment facilities, infrastructure,

support, finance, etc. are urgently need. It is important that the co-curricular

implementation in education can achieve its objectives and successfully

produce a generation of highly educated and virtuous (Chalageri and

Yarriswami, 2018).

Freeman (2017), conducted a study to determine if there is a

relationship between extracurricular activity participation and academic

achievement as measured by the composite score on the cumulative grade

point average (GPA). The results showed that academics were positively

related to extracurricular participation.

Instructional Resources. Instructional resources are materials used by

the teacher in teaching which facilitate learning. According to Samuel (2011),

instructional materials refer to those alternative channels of communication,

which a classroom teacher can use to concretize a concept during teaching and

learning process.

Accessibility of education resources has always been regarded as an

essential and integral part of school administration and basically geared

towards the improvement of all other factors in teaching and learning process
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thus ensuring qualitative service delivery by the school to the society. The

success of the schools depends on effective school administration with good

leadership, proper time management in the school system, allocation of ample

financial resources to schools, regular training and re-training of human

resources in the school, perfect interrelationship with the community and

ingenious utilization of the available resources in the school system (Dangaran

2016).

It appears that the physical facilities in the school setting go a long way

to motivate students to learn. Physical facilities in any school system range

from the school plant, that is the school buildings, classroom, library,

laboratories, toilet facilities, learning materials to other infrastructures that

would likely motivate students towards learning. Experience has shown that

most of the physical facilities that are germane to effective learning/academic

performance of students appear not to be sufficient in our public secondary

schools today. Those available seem not to be of standard quality, some seem

to lack maintenance culture, while some are in dilapidated conditions. The

status of physical facilities especially in our public secondary schools today

appears to be of great concern to educators. It seems that the provision of these

school facilities have dwindled over the years, perhaps due to increase in

school enrolment rate which had led to population explosion in public schools.
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It has been observed that school physical facilities are essential tools to

facilitate and stimulate learning programs. Teachers need them in an ideal

working environment. Experience shows that if physical facilities are

available, students tend to have interest in learning; this will invariably lead to

high performance (Akomolafe and Adesua, 2016).

Furthermore, Okendu (2012) asserted that human and material

resources are to be assembled together by educational administration, within

the school system for effective teaching and learning cannot be

overemphasized. Therefore, principals, administrators, and supervisors, even

instructors, and they also participate in teaching activities when necessary. All

staff, teaching and non-teaching should be made to realize their

responsibilities of improving and developing instruction in the school system.

This is possible through harnessing the available resources allocated to the

schools to realize the goals of education.

Moreover, (Dangaran 2016) affirms that the utilization of teachers to

achieve maximum result is dependent on the availability and accessibility of

school materials. All materials and non-material factors that are necessary and

are contributive to the attainment of goals in any institution are regarded as

resources. The human component of resources interacts with certain facilities

and equipment at certain time to bring about production of output. The quality
 66

and quantity of this output are to a greater extent dependent on the quality and

quantity of resource input and the manner of processing.

By implication therefore, input and output are significantly responsive

to administration. Administrators of institutions have a role to play in ensuring

effectiveness and efficiency within and outside the institution, not only in the

procurement or acquisition of resources but also in their organization,

coordination, control and maintenance. Education resources includes the

teachers in the school, human beings in the community, real objects, specimen

or models, chalk and display boards, school buildings and layout, the

community at large and other fundamental materials like pencils, pens,

exercise books etc. which the learners are expected to have at any point in time

to facilitate learning (Noun, 2009).

Agabi (2012) observed that when a given level of resources is

efficiently utilized, more services are provided through balanced usage and

adequate maintenance of the available facilities than when inefficiency, on-

utilization, under-utilization and over utilization abound.

Another problem is the misuse of the school facilities by school

personnel which could either be intentionally, ignorantly or due to lack of

technical knowhow. There could also be neglect and overuse of school

facilities due to improper planning. Poor management is also a problem;

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pilfering of school facilities, lack of maintenance and proper inventory are all

managerial problems associated with the availability and utilization of

resources.

Inadequate facilities is a problem wherein material resources that

facilitate effective teaching and learning in schools are under the state of

infrastructural decay as a manifestation of poor funding of the system.

Akomolafe and Adesua (2016) examined the relevance of physical

facilities in enhancing the level of motivation and the academic performance

of senior secondary school students. The result showed that there was a

significant relationship between physical facilities and students’ level of

motivation and academic performance. Based on the findings of the study,

more physical, human and material resources that are of high quality should be

made available in public school to motivate students towards learning.

This is parallel to the study of Limon (2016) who stated that one of the

variables that operate in the teaching-learning process invariably affect the

educational performance and achievement of students is the adequacy or lack

of school facilities that aid in the reinforcement of knowledge and skills. In his

study establishing a relationship between the quality of school facilities and

student performance and achievement, in Technology and Livelihood

Education (TLE). He revealed that insufficient school facilities were

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negatively impacting student performance and achievement, and the

administrators concerned take no significant action in addressing this

educational issue. Since the lack of educational facilities was proven to pose

serious ramifications on student performance and achievement, stakeholders

should closely look into procedures that focus on facility support and

management in the field of TLE, more vividly.

Organizational Climate.

Organizational climate, according to Schneider (2010) represents the

things that happen to employees in an organization. It is behaviorally oriented.

According to Jayashankar (2010), organizational climate serves as the

guidelines for dealing with people, and has a major influence on motivation

and productivity of individuals as well as total work group. It governs

employee behavior by prescribing what types of behavior will be rewarded

and what will be punished. Thus, an organization can influence and motivate

people to behave in desired manners that suit the organizations. The

organizational factors shape and improve employees’ perceptions towards

organization and their jobs. Schneider and Barlett (2010) gave a broader and

systematic study of climate dimensions: 1) management support; 2) concern

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for new employees; 3) management structure; 4) inter-agency conflict; 5)

agent dependence; and 6) general satisfaction.

Meanwhile, Shim (2010) identified five factors influencing

organizational climate on the basis of information provided to managers.

These are: 1) practices relating to the provision of a sense of direction or

purpose to their jobs-setting of objectives, planning, and feedback; 2)

opportunities for exercising individual initiative; 3) working with a superior

who is highly competitive, and competent; 4) working with cooperative and

pleasant people; and 5) being with a profit oriented and sales-oriented

company.

Litwin and Stringer (2010) included in their website six factors which

affect organizational climate. These are: 1) organizational structure, which

include perceptions of the extent of organizational constraints, rules,

regulation, or red tape; 2) individual responsibility, a feeling of economy of

being one’s boss; 3) rewards; 4) risk and risk-taking; 5) warmth and support;

and 6) tolerance and conflict.

Research has suggested that climate perceptions are associated with a

variety of important outcomes at the individual group and organizational

levels. These include leader behavior, turnover intentions, job satisfaction,

individual job performance, and organizational performance (Patterson et al.

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2013). Organizational climate has been related to several important work

outcomes. The same authors demonstrated that perceptions of motivating

and involving organizational climate were positively related to supervisory

ratings of performance, group process variables across organizational levels,

and that employees, as rated by their supervisor, performed better in

organizational climate they perceived as structural and supportive of risk.

Zhang (2010) similarly revealed that organizational climate had

significant effects on organization effectiveness. It was found out that

educational level, especially leadership and communication could effectively

predict group performance, enterprise size, leadership, salary; and promotion

had significant predicting effects on collective identity, educational level;

rules; promotion and development climate had significant predicting effects on

group commitment. Zhang (2010) concluded that different organizational

climates have different impact on human performance. He summarized in his

findings that most respondents perceived their organizational climate as

favorable to them. The overall assessment of the organizational climate stated

that most of the respondents have positive perceptions of the various

dimensions of the organization and most perceived that organizational climate

has positive influence on organizational development.

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In a review of studies investigating organizational climate and

employees’ performance, the study of Ozge (2016) found that organizational

climate exhibits the clear role clarity dimensions’ result in a higher satisfaction

and performance of employees.

Li and Mahadevan (2017), investigated the impact of organizational

climate on employee performance in a Malaysian consultancy firm. They

found out that the identified dimensions of organizational climates such as role

clarity, communication, reward system, career development, relationships,

teamwork, and support and direction are positively influenced the employee

performance. These key factors contribute in identifying the success or failure

of the company and execute the suitable programs that boost up the

performance level in the organization in both short and long term.

The 2016 cross-sectional inquiry undertaken by Dalanon et al. (2018)

determined the organizational climate (OC) with empirical and theoretical

relations to teachers’ performance (TP) and management competencies (MC)

of rural, K-12, private schools in the Philippines. Analyses from a focus group

discussion was done using strengths, weaknesses, opportunities, and threats

(SWOT) analysis and a balanced score card. The study revealed that the

Philippine rural school’s level of OC, TP, and their sub domains were high,

but MC yielded basic proficiency. Under OC, it was found out that the higher
 72

the designated position the greater is the sense of teamwork. High-positioned

females that have attained tenure were also found to be more committed. In

terms of TP, this study also established differences between the ability of

younger teachers with experience to better handle diverse students, master

their pedagogy, do better in planning, assessing, and reporting the learners’

outcomes, create better learning environments, and have social regard for

learning than the older ones. Male teachers tended to acknowledge better the

management competence in terms of personality integrity and interpersonal

effectiveness.

Situational. The situation of an organization entails the understanding

of the information surrounding the organization.

Teachers’ quality (their ability and the quality of work life) and the way

they are motivated, as well as the principal’s leadership style, are some of the

significant findings that affect a school’s performance and situation (Mattar,

2012).

Walia (2019) emphasized that situational awareness on the

organization, is a term that is often used pertaining to something important at

work which, when missed by leaders and employees, leads to operational

failure or slowdown. She cited that some factors that can impact situational

awareness, include fatigue, the cognitive loading involved in a particular task,

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the various distractions, general lack of information and, working in fast brain

mode. Therefore, when leaders and teams understand the human factors in

safety-relevant situations, including meetings, work planning and work

execution, everyone becomes more purposeful in their planning and execution.

In maintaining a positive organizational situation, the issue of

professionalism is also important. It is experienced by the work field as an

important aspect of motivation. It is a multidimensional concept with at least

three perspectives seem intuitively relevant: values, skills and organization.

(Butter and Hermanns, 2011). Therefore, professional development cannot be

separated from school development. Kaya and Yasemin (2016) summarized

the factors affecting teachers’ and school development into two groups, known

as the “individual and external factors”.

Individual factors include being open to change, placing emphasis on

professional development from the beginning of the career, adopting the

profession, doing one’s job in commitment, being willing for self-

development, trying to overcome own deficiencies (subject matter knowledge

and laboratory skills), attaching importance to communication and information

exchange with colleagues, following scientific publications, not avoiding

expenditures required for professional development.

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On the other hand, external factors include training of qualified teachers

in the faculties of education, overcoming deficiencies in school buildings and

laboratory conditions, the development of laboratory resources, organizing

course plans in a manner that allows for professional development, publishing

scientific publications at a level that could be understood by teachers,

rewarding success in teachers’ professional development.

Taking steps to support and meet the requirements of teachers’

professional development is important. External factors affecting teachers’

professional development, the support by the institutions and the government,

are essential to teachers’ individual efforts.

Environmental. The internal process of an organization focuses on

results that lead to success and satisfaction of employees and customers.

According to Kairu et al. (2013), to meet the organizational objectives and

customers’ expectations, organizations must identify the key processes at

which they must excel. These key business processes are monitored to ensure

that outcomes will always be satisfactory.

Gonzales and Hernandez (2014) investigated whether climate

uniformity (the pattern of climate perceptions of organizational support within

the team) is related to task conflict, team communication quality, and team

performance. The results showed that, after controlling for aggregate team
 75

climate, climate strength, and their interaction, a type of non-uniform climate

pattern (weak dissimilarity) was directly related to task conflict and team

communication quality. Teams with weak dissimilar non-uniform patterns

tended to show higher levels of task conflict and lower levels of team

communication quality than teams with uniform climate patterns. The

relationship between weak dissimilarity patterns and team performance was

fully mediated by team communication quality.

Ajala (2012), claimed that an environment is the immediate

surroundings of a user which is manipulated for their existence or use. Hence,

a workplace gives an environment to the employee to perform a given task.

Based on a research done by Oswald (2012), there are two types of working

environment, which are the physical component as well as the behavioral

component. It is said that the physical environment consists of elements which

is related to the connectivity of the user with their office environment.

Meanwhile, the behavioral environment consists of elements which is related

to the connectivity between users in the same work environment as well as the

impact of working environment on the user's behavior.

According to Kehusmaa (2011) workplace wellbeing should be

considered as a competitive advantage, not just as a misunderstood cliché.

Providing a good working life is what positions the organization for success in
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the long run. A good workplace environment is an ongoing development of

the work community into a direction where everyone has the chance to

experience enjoyment of work and feelings of success. A significant part of

the overall workplace wellbeing is ensuring proper working conditions, which

are achieved when the basic requirements of the workplace are fulfilled. This

implies that working conditions are safe and the work does not pose a threat

on the health of the worker. Also, the workload should be at an appropriate

level and the working equipment and tools functional.

This claim is supported by Paino et al. (2012) who studied two

specifications that pursue a healthy work environment. Results of the study

revealed that a healthful work environment brings safety to employees’

physical and mental capabilities in performing their daily routine. In order to

reach the healthful work environment, providing the healthful facilities must

be taken into account such as proper chair seating and sufficient lighting,

which play important role in ensuring employees’ welfare as well their work

performance goes up. The ignorance of these important healthful work

environments will lead to work stress.

Personological. This involves interactions arising from organizational

and interpersonal relationship. An organization can be considered as effective

only when it exerts a positive influence on the working atmosphere and the
 77

employee’s relationship. It must be capable of responding to the stimuli from

the outside environment.

Personological, or human relation broadly implies the interactions and

cooperation of people in groups which operate in different fields such as

business, schools, clubs, homes and the government. However, in industrial

and business settings the term ‘Human Relation’ has a different connotation

altogether for persons in managerial positions. In this context, it means the

integration of people into a work situation which motivates them to work

together effectively, providing them social, psychological and economic

satisfaction. Good human relations create cost effectiveness, good contacts

among the people and competitiveness in the working environment

(Velmurugan, 2016).

Obakpolo (2015), examined the need for interpersonal relationship in

workplace. The study revealed that employee’s demographics and work

environment can in a way affect interpersonal relationship in the workplace if

not properly managed. Moreover, positive interpersonal relationship in

workplace should be rooted in dispositional differences. Finally, the level of

compatibility, communication and interaction settings between workers goes a

long way in either improving or hindering workplace interpersonal

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relationship. He further claimed that communication plays a pivotal role in all

types of relationships, whether it is personal or professional.

In a similar study on the relationship between work engagement and

perceived organizational support and organizational climate, Kose (2016)

found out that there is a positive and significant relationship between work

engagement behaviors of teachers and perceived organizational support and

organizational climate and that organizational climate and perceived

organizational support had a positive and highly significant relationship.

Jianwei (2010) agreed that the organizational climate in career

development of the employees is important for the employee to perform better

in work as providing necessary and related trainings are required.

The relationships between the employee and organizational climate

such as the employee wellness, priority for minority people etc. have directly

affected the perceptions of employees as well as their performance (Bahrami,

et al. 2015).

Khan and Iqbal (2014) stated that better relationships among principal

and teachers and between teachers themselves improved school climate, staff

morale and public confidence in promoting excellence for the school.

One study which focused on ingredients to influence school

improvements, included a practice guide on school turnaround. Based on case

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studies of schools that showed substantial improvement, starts with

establishing strong leadership focused on improving school climate and

instruction, strengthening partnerships across school communities, monitoring

instruction, addressing discipline, and building distributed leadership among

teachers in the school (De la Torre et al. 2013).

Interpersonal relationship is an important aspect in every organization.

Employees are valuable assets of an organization. Every organization wants to

improve its efficiency in order to survive and compete. In today’s fast moving

world, it is very difficult to hire people and retain them. Hence, organizations

are trying to maintain the work force and to get the best out of them in that

process. They want higher productivity i.e. maximum output with less input.

Interpersonal relationship and organizational effectiveness levels enhance

understanding the concern of the workers, which means attracting, retaining,

developing, motivating, communicating to contribute their best the

organizational (Velmurugan, 2016).

The present study is distinct from the foregoing articles and studies

since it primarily focused on school-based management performance as related

to organizational culture and organizational climate.

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Chapter III

RESEARCH METHODOLOGY

Research Design

Quantitative design was used in this study. Quantitative research

involves the collection and analysis of numerical data to understand patterns,

relationships, and statistical significance. (Miles et al., 2014). Quantitative

research observes situations or events that affect people. It produces objective

data (find patterns and averages, make predictions, test causal relationships,

and generalize results to wider populations) that can be clearly communicated

through statistics and numbers. It is done in a systematic and scientific way

(Williams, 2021).

Quantitative design was considered in this study since this study dealt

with numerical data on school-based management performance culled from

ratings in the Dep Ed, Division of Nueva Vizcaya which served as basis for

performance It further made use of the quantified data on organizational

culture and climate as extracted from the results of the responses in the

retrieved questionnaires.

Research Methods Used

The descriptive method specifically descriptive correlation was utilized

in this study.
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Descriptive research aims to describe the nature of a situation as it

exists at the time of the study and to explore the causes of the particular

phenomenon. It addresses the “what” question. The characteristics used to

describe the situation or the population are usually some kind of categorical

scheme also known as descriptive categories and it generally precedes

explanatory research (Shields and Rangarjan, 2013).

Descriptive study is one in which information is collected without

changing the environment; nothing is manipulated. The methods involved

range from the survey which describes the status quo, the correlation study

which investigates the relationship between variables, to development studies

which seek to determine changes over time (Posinasetti, 2015).

The descriptive type of research was used in this study since it is the

most appropriate technique suited for accounting the quantitative description

of organization culture and organizational climate in relation to school-based

management performance.

Adapted and validated questionnaires and school records were utilized

in this study.

The following procedures were considered:

1. The variables were identified and classified into independent and

dependent variables.
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2. Research instruments to describe the classified variables were

accessed. The instrument to assess school-based management performance

was the revised and contextualized SBM assessment tool based on DepEd

Order No.10 s. 2012 issued by DepEd while the instrument for organizational

culture was adapted from the instrument of Zwaenepoel (1996) and

organizational climate was adapted from Hernandez (1992). These instruments

were presented to the advisory committee and the panel of examiners for their

comments and suggestions, hence their expert validation. Reliability test was

also administered.

3. After incorporating their comments and suggestions, permission to

conduct the study was requested. The proponent requested permission for the

conduct the study from the Schools Division Superintendent of Nueva

Vizcaya, through channels and this was recommended by the Associate Dean

of the College of Teacher Education. Subsequently, requests from the district

supervisors or principals-in charge of the school districts were sought for the

schedule of administering the instruments.

4. The research instruments were personally administered to the

respondents and to inform them of the purpose of the study to ensure that all

items were answered properly and completely. On the other hand, the School
 83

Based Management (SBM) Performance evaluation results were accessed

from the different district offices.

5. The instruments were retrieved and the responses were tallied,

interpreted and analyzed.

Respondents of the Study

The respondents of this study were the 39 school heads occupying

principal, head teacher, and TIC position in 13 school districts in seven

municipalities in Nueva Vizcaya. The respondents in each district were

identified through simple random sampling procedure.

There were 12 school districts in the seven municipalities which were

involved in this study. Out of the 161 schools, 36 0r 22.36 percent respondents

were drawn through simple random sampling using the fishbowl technique.

The table that follows reflects the Frequency and Percentage

Distribution of Respondents by School District.

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Table 1

Frequency and Percentage Distribution of Respondents by School District.

School/District No.of Schools No.of Respondents Percentage

1. Aritao I 11 3 27.27

2. Aritao II 12 3 25.00

3. Bambang I 12 3 25.00

4. Bambang II 13 3 23.07

5. Dupax del Norte I 11 3 27.27

6. Dupax del Norte II 10 3 30.00

7. Dupax del Sur 16 3 18.75

8. Kasibu I 16 3 18.75

9. Kasibu II 14 3 24.00

10. Kayapa I 15 3 21.42

11. Kayapa II 15 3 21.42

12. Santa Fe 16 3 18.75

TOTAL 161 36 22.36

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Research Instruments

To gather data pertinent to this study, the following research

instruments were used:

Organizational Culture Checklist. This was adapted from the

instrument of Zwaenepoel (1996) which describes organizational culture in

terms of goals, curricular content, teaching strategies, co-curricular

programs/activities/structures, and instructional resources.

The respondents were asked to express their agreement/disagreement

on each statement following the scale below:

Scale Qualitative Description

5 Strongly Agree
4 Agree
3 Undecided
2 Disagree
1 Strongly Disagree
To get the interpretative description of the responses the following

range was used.

Range Interpretative Description

4.20-5.00 Excellent
3.40-4.19 Very Good
2.60-3.39 Good
1.80-2.59 Fair
1.00-1.79 Needs Improvement
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Organizational Climate Questionnaire. This questionnaire was

adapted from the study of Hernandez (1992) on Organizational Climate. Its

localized version consists of 20 scales, divided into three components:

situational, environmental, and personological. The response scale was

modified in this study as follows:

Scale Qualitative Description

5 Always
4 Often
3 Sometimes
2 Rarely
1 Never

To get the interpretative description of the responses the following

range was used.
Range Interpretative Description
4.20-5.00 Excellent
3.40-4.19 Very Good
2.60-3.39 Good
1.80-2.59 Fair
1.00-1.79 Needs Improvement
Questionnaires on Organizational culture and the Organization Climate

Questionnaire were adapted from Zwanepoel (1996) and Hernandez (1992)

which were subjected to expert and content validation resulting in a reliability

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of level .93, meaning that the instruments are reliable or dependable since the

responses given were consistent.

Revised School – Based Management (SBM). This is an assessment

tool, which is guided by four principles of ACCESs (A child – and –

community centered education system). The indicators of SBM practice were

contextualized on the ideals of an ACCESs school system and were analyzed

and classified as developing, maturing, and advanced or in the accredited

level.

The SBM assessment covers the Key Result Areas, namely: leadership

and governance, curriculum and learning, accountability and continuous

improvement, and management of resources which are reflected in the Office

Performance Commitment and Review Form (OPCRF). The scale and the

adjectival ratings are shown below:

Scale Adjectival Rating

5 Outstanding
(130% and above)
4 Very Satisfactory
(115 – 129%)
3 Satisfactory
(100-114%)
2 Unsatisfactory
(51 – 99%)
1 Poor
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(50% and below)

Statistical Tools used

To treat the data statistically, the following tools were used:

Weighted Mean. This was used to determine the assessed

organizational culture, organizational climate and School Based Management

Performance.

Correlation Procedures. This procedure was employed to determine

the relationships of organizational culture, organizational climate and School-

Based Management Performance.

F-test. This was run to determine significant differences in the

respondents’ assessment of school-based management, organizational culture,

and organizational climate when grouped according to categories of school.

t-test. This was employed to determine differences in the assessment of

school heads and teachers on SBM, organizational culture and climate.

Multiple regression analysis. This was used to determine whether the

SBM components predict organizational culture and climate.

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Chapter IV

RESULTS AND DISCUSSION

In this chapter, the collected data are presented, analyzed and

interpreted to determine the school-based management level of practice of 13

school districts in the Division of Nueva Vizcaya as determinants of

organizational culture and organizational climate as assessed by the school

heads, teachers and parents.

Problem 1. What is the school-based management level of

performance in terms of leadership and governance,
curriculum and learning, accountability and
continuous improvement and management of resources
as evaluated by the school head, teachers, and parents?

To arrive at the answer to this problem, the responses of the school

heads, teachers and parents were computed to get the separate means of the

three groups of respondents. The results are reflected in table 2.

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Table 2

School Based Management Level of Performance of Public Elementary

Schools in Nueva Vizcaya
School Based School Teachers Parents Overall
Management Heads Mean/
Qualitative
Description

Leadership and 4.62 4.94 4.82 4.79

Governance
Outstanding Outstanding Outstanding Outstanding

Curriculum and 4.67 4.91 4.84 4.80

Learning
Outstanding Outstanding Outstanding Outstanding

Accountability 4.69 4.91 4.82 4.81

and Continuous
Outstanding Outstanding Outstanding Outstanding
Improvement

Management of 4.70 4.92 4.82 4.81

Resources
Outstanding Outstanding Outstanding Outstanding

Grand 4.67 4.92 4.83 4.81

Mean/Qualitative Outstanding Outstanding Outstanding Outstanding

Description

As reflected in table 2, the school heads, teachers and parents assessed

the SBM level of performance in the respondent schools as outstanding

reflecting a grand mean of 4.81.

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Leadership and Governance. The three groups of respondents

assessed the SBM level of performance along leadership and governance with

an overall mean of 4.79, qualitatively described as outstanding. The school

heads, teachers and parents rated this dimension with a mean of 4.62; 4.94;

and 4.82, respectively.

This could mean that the three groups of respondents agree that the

schools under study have an outstanding level of performance in terms of

leadership and governance as demonstrated by their active participation in

crafting the School’s Improvement Plan (SIP) through the leadership of the

school and the community stakeholders ; participation in the process of regular

review and improvement of the School Governing Council (SGC) plans ; by

leading in defining the structure and the roles and responsibilities of

stakeholders ; by allowing easy exchange and access to information beyond

the school community ; and promotion of partnerships in regular reviewing,

monitoring, and evaluating the school’s projects implementation.

This finding implies that the respondents are well-informed about SBM

system disseminated through the SBM Primer. The SBM Primer states that

leadership and governance serve as network that guides the education system

to achieve the shared vision, mission and goals, making them responsive and

relevant to the context of diverse environment. The indicators of this area

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include: 1) development plan collaboratively crafted by the stakeholders of the

school and community; 2) regular review of the development plan by the

school and community to keep it responsive and relevant to the emerging

needs, challenges and opportunities; 3) school is organized by a clear structure

and work arrangement that promote shared leadership and governance and

define the roles and responsibilities of stakeholders; 4) leadership and network

facilitate communication between and among the school and community

leaders for informed decision-making and solving of school-community wide

learning problems and 5) a long term program that is in operation, which

addresses the training and development of school teachers and community

leaders.

Curriculum and Learning. Table 2 also shows that the school heads,

teachers and parents assessed the area on curriculum as outstanding, as

substantiated by the means of 4.67, 4.91, and 4.84, respectively or an overall

mean of 4.81, also described qualitatively as outstanding. This could be

interpreted to mean that the three groups of respondents are in consensus that

schools ensure that curriculum provides for the needs of all types of learners in

the school community (4.81); help in the implementation of localized

curriculum to make it more meaningful for the learners and applicable to life

in the community (4.82); participate in monitoring and evaluating the

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materials and approaches to develop critical thinking, creative thinking, and

problem-solving skills (4.79); ensure that the learning systems are regularly

and collaboratively monitored to ensure the holistic growth of the learners and

the community (4.80); and participate in assessing appropriate assessment

tools (4.81).

The outstanding level of SBM performance along curriculum and

learning could be attributed to the fact that this area is actually the primary

function of school heads and teachers and the concern of parents. So, they are

more inclined to put to practice the SBM indicators along curriculum and

learning. They are more committed to the learning outcomes which the

learners demonstrate; hence, they are more focused on engaging in practices

pertaining to curriculum and learning.

Teachers see to it that what they are teaching cater to the needs,

abilities, and interests of their pupils, and the strategies they use to teach

subject matter address individual differences among the pupils. They put effort

in preparing and utilizing instructional materials, in creating a conducive

learning environment, and in assessing and reporting the pupils’ learning

achievements. In the area of curriculum and learning, teachers are guided,

supervised, and monitored by their school heads, while the parents are their
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partners in the growth and development of the pupils, physically, mentally,

emotionally, socially, and morally.

These statements are consistent with the statements in the SBM primer

that the curriculum learning systems are anchored on the community and

learners’ contexts and aspirations that are collaboratively developed and

continuously improved. This area is indicated by: 1) the curricula provides for

the development needs of all types of learners in the school community; 2)

implemented curriculum is localized to make it more meaningful to the

learners and applicable in life in the community; 3) a representative group of

school and community stakeholders develop the methods and materials for

developing creative thinking and problem-solving; 4) learning systems are

regularly and collaboratively monitored by the community using appropriate

tools to ensure the holistic growth and development of the learners and the

community; 5) appropriate tools for teaching and learning are reviewed and

improved and assessment results are contextualized to the learners and local

situation, and attainment of relevant life skills; 6) learning managers and

facilitators nurture values and environments that are protective of all children

and demonstrate behaviors consistent to the organization's vision, mission, and

goals; 7) methods and resources are learner, and community-friendly,

enjoyable, safe, inclusive, accessible and aimed at developing self-directed

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learners, who are equipped with essential knowledge , skills, and values to

assume responsibility and accountability for their own learning.

Relative to this finding, Mustiningshih (2017) investigated the

implementation of curricula management and school-based learning in

Indonesian elementary schools and suggested that supervisors should increase

the program of development and improvement of the implementation of

curriculum management and school-based learning in the elementary schools

so that excellent quality of implementation can be sustained. Likewise, school

principals are advised to maintain the implementation of SBM in their schools,

to reinforce the best practice that has been done in their school, and transfer it

to another school. Additionally, in order to improve and maintain the

implementation of curricular management and school-based learning, parents

and students should continue to provide support to the schools, both material

and non-material.

Accountability and Continuous improvement. Similar to the first

two areas of SBM, accountability and continuous improvement were rated

outstanding with an overall rating of 4.81. The school heads, teachers, and

parents rated this area with means of 4.69, 4.91, and 4.82, respectively, all of

which are qualitatively described as outstanding.

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This means that the school communities participate in defining clearly

the roles and responsibilities, as well as the accountabilities of the stakeholders

in managing and supporting education; participate in developing performance

accountability system and actions to address the gaps; ensure that the

community stakeholders continuously and collaboratively review and enhance

accountability systems, processes, mechanisms and tools ; participate in the

development and utilization of assessment tools, feedback mechanisms,

information collection and validation techniques and processes ; and ensure

that the assessment results and lessons learned serve as basis for feedback,

technical assistance, recognition, and plan adjustment .

This result implies that school heads and teachers are fully aware and

are even mandated to be responsible and accountable for their pupils’ learning

achievements while parents, as well, have realized that they too, share in this

responsibility. It is for this reason that they make sure that results of the

teaching and learning are of high-quality; that the pupils have attained a high

level of academic achievement. To do this, they make regular assessments of

the learning outcomes using assessment tools like formative, summative or

periodic tests and actual behavior of the students. Results of this assessments

will serve as a basis for them to institute measures or introduce other

alternatives to improve the students’ school performance.

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These statements are aligned to the concepts articulated in the SBM

Primer (2015) that accountability and continuous improvement is in place

when a clear, transparent, inclusive, and responsive accountability system

exists which is collaboratively developed by the school community that

monitors performance and acts appropriately on gaps and gains. This

accountability system is indicated by: clearly defined and agreed upon roles

and responsibilities of accountable person and collective body/bodies by

community stakeholders; recognition of the achievement of goals based on

collaboratively developed performance accountability systems and addressing

gaps through proper action; ownership of the accountability systems in the

community and continuous enhancement to make sure that management

structures and mechanisms are responsive to the emerging learning needs and

demands of the community; inclusive and cooperatively agreed-upon

accountability assessment criteria and tools, feedback mechanisms,

information collection and validation techniques; and processes; regular

participatory assessment of performance with the community, which serve as

a basis for feedback, technical assistance, recognition, and adjustment of

plans.

In relation to this finding, Grinshtain et al. (2017) studied how primary

school principals in Israel cope with the gaps between authority and
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responsibility in their work, arriving from partially implemented centralization

processes, and how these relate to SBM and accountability principles. Results

of the study revealed that gaps were found between authority and

responsibility, which particularly have low levels of authority alongside with

high levels of responsibility. Coupled with the demand for accountability,

those gaps lead principals to adopt active, partly active, and passive strategies

to help reduce the tension resulting from them. The results indicated the

importance of clear definitions of authority and accountability and

responsibility in the principals’ work. This study depends on the

understanding of the gaps between these concepts as key for understanding

accountability at the centralized schools; tensions that principals cope with as

a result of these gaps; and the strategies that enable principals to ease the

tension for the benefit of all those involved in the principals’ work.

Management of Resources The last component of SBM, which is

management of resources was rated outstanding as evidenced by the grand

mean of 4.81. Specifically, the school heads gave a rating of 4.70; the teachers

gave 4.92; and the parents gave 4.82, all with a qualitative description of

outstanding.

This could mean that in this area of SBM, engagement of stakeholders

in identifying resources as basis for resource allocation and mobilization is

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ensured; monitoring assistance for timely and need-based learning and

resource program to support continuous implementation of the School

Improvement Plan (SIP) is in place ; monitoring and evaluating resource

management practices by stakeholders are undertaken; assistance is provided

for the development and implementation of regular monitoring, evaluation,

and reporting of resource management processes; and the establishment of

networks and linkages to strengthen and sustain partnership for continuous

improvement of resource management is ensured.

The outstanding rating of the respondents’ schools in management of

resources may be attributed to the information about management of resources

as delineated in the SBM Primer. In other words, the school community is

well-versed with the criteria for outstanding resource management as

embodied in the SBM Primer. Actually, there are many schools which conduct

seminars or orientation sessions which are centered on identifying the

resources that they have and what they need; mobilizing and utilizing the

existing resources; and undergoing planning processes to have access to the

needed resources and making them available for their respective schools.

Aligned to these statements are the indicators of effective resource

management prescribed by the SBM. The Primer states that management of

resources pertains to the resources which are collectively and judiciously

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mobilized and managed with transparency, effectiveness, and efficiency. This

is indicated by: conducting resource inventory collaboratively undertaken by

learning managers and facilitators as well as community stakeholders as basis

for resource allocation and mobilization; continuous engagement of

stakeholders in regular dialogue for planning and resource programming that

is accessible and inclusive that supports implementation of community

education plans; a community developed resource management system that

derives appropriate behaviors of stakeholders to ensure judicious, appropriate

and effective use of resources; collaboratively developed and regular

monitoring evaluation and reporting processes of resource management, which

are implemented by learning managers, facilitators, and community and

stakeholders; and presence of a system that manages the network and linkages,

which strengthen and sustain partnerships to improve resource management.

Parallel to this finding, Obinga (2014) affirmed that investments in

education can help bring about economic growth, improve productivity,

contribute to social and national development and lead to reduction of social

inequality. He claimed that physical resources are, in anyway, related to

internal efficiency of secondary schools of Jana River County. He particularly

claimed that the internal efficiency of these schools significantly relates with

physical resources in terms of classrooms, laboratories, textbooks, furniture,

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latrines and electricity, among others. He posited that the magnitude of

inefficiency was attributed to physical resources.

Obinga’s (2014) findings concur with the position that schools are

established for the purpose of teaching and learning, so it is important that

teachers and learners are properly accommodated to facilitate the instructional

process that is taking place. This is the essence of the school plant and

facilities. Therefore, school facilities are the space interpretation and physical

expression of the school curriculum.

In a nutshell, the level of SBM performance in the respondent schools

is outstanding, which implies that they comply with the guidelines set by the

SBM system, observing in particular, the guidelines or prescriptions along

leadership and governance, curriculum and instruction, accountability and

continuous improvement, and management of resources. The findings of this

study along SBM are in consonance with the rationale behind the crafting of

the SBM system which are: to better highlight the learners at the center of the

SBM practice; to encompass the diverse realities of learning contexts, defined

and uniquely occurring within specific geographic, social, cultural, economic

political, and environmental make-up of the contemporary study; enhance

commitment of education stakeholders at all levels to their responsibilities and

accountability in realizing the education outcomes for children; further

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promote shared governance between the school and the community; integrate

SY accreditation into SBM for a seamless assessment of a school system; and

improve the school system’s capacity to be on track in achieving the EFA/

Millennium Development Goals and attain performance.

In relation to these findings, the World Bank group (2016) assessed the

current status of SBM in elementary and high schools in the Philippines. The

findings were based on a comprehensive survey of the public education system

that tracked public education expenditure and assessed the quality of education

services. The note showed that the key elements of an effective SBM system

are in place. However, schools reported that they are not yet implementing

many of the key aspects of this system. Moreover, parents and local

communities still played a very limited role in decision making and in holding

schools accountable. Given the ever-increasing amount of resources that

schools now control and the need to give them more flexibility over how to

use those funds, this note argued that the role of school governing councils

could be expanded and efforts could be made to increase awareness among

parents and education stakeholders of the useful role they could play in

supporting SBM.

Problem 2. What is the level of organizational culture along goals,

curricular content, teaching strategies, co-curricular
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programs/activities/structures and instructional resources

as perceived by the school heads and teachers?

To answer this problem, the mean for each component of organizational

culture was computed. Results are presented in Table 3.

Table 3

Level of Organizational Culture

Organizational School heads Teachers Overall Mean/
Culture Qualitative
Description
Goals 4.81 4.78 4.80

Excellent Excellent Excellent

Curricular 4.80 4.79 4.80

Content
Excellent Excellent Excellent

Teaching 4.81 4.81 4.81

Strategies
Excellent Excellent Excellent

Co-curricular 4.71 4.69 4.70

programs
Excellent Excellent Excellent

Instructional 4.15 4.24 4.20

Resources
Very Good Very Good Very Good

Grand 4.66 4.66 4.66

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Mean/Qualitative Excellent Excellent Excellent

Description

It can be gleaned from table 3 that the level of organization climate of

the respondent schools is excellent as marked by the grand mean of 4.66 by

both school heads and teachers.

Goals. In terms of goals, the school heads and teachers rated. This 4.81

and 4.78, respectively, arriving at an overall mean of 4.80, all qualitatively

described as excellent.

This means that both the school heads and the teachers confirm that

their school goals are logical and meaningful to their clientele, their

employees, and the stakeholders; relative to the existing functions of the

school; easily evaluated by school/district/division validating team; responsive

to the needs of the clientele; expressed in clear simple terms; feasible and

attainable, enhanced and based on the national development goals ; related to

the community goals; related to individual goals ; anchored on the

national/regional/division goals; aligned to professional goals ; publicized in

forms of catalog, brochures, school report cards, billboard cards, and

streamers; communicated properly among teachers, school stakeholders, and

community members; shared properly to pupils and parents ; and are fully
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understood by the school/community members. All these 15 items are

qualitatively described as excellent.

The excellent level of the school culture, in terms of goals is expected

because the term is familiar even to the stakeholders; it is a part of each

individual’s vocabulary. They have their own personal goals, and since they

belong to an organization, they have common goals for the organization which

they want to achieve.

As observed in schools, the vision, mission, goals and objectives of

DepEd are printed on tarpaulin or billboards and posted in conspicuous places

at the entrance of the school, on the wall of their buildings and even inside the

classrooms. As such, school heads, teachers, pupils, and parents are

knowledgeable of this VMGO's. During classroom teaching, these are

integrated in the lesson and are discussed during meetings with parents.

According to Shahzad et al. (2013), a goal is the roadmap of

organizations in their operations that reflect organizational culture. It has deep

impact on various organization processes and employee performance. Goals

give direction and purpose to an educational system and are used in planning

and evaluating the programs or subsystem. Goals are described in general

terms and statements, broad aims, aspirations, desired end situations or ideals,

and achievement.
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In connection with this finding, Aguada et al. (2007) conducted a study

which dealt with the level of awareness of the vision, mission, goals, and

objectives of the Nueva Vizcaya State university. Results of the study revealed

that the VMGOS of the University were perceived to be very highly

acceptable by the students, faculty, parents, and alumni in terms of style,

particularly along the criteria of brevity and clarity, readability, legitimacy,

and institutionality. The students, parents, and alumni receive the content of

the VMGO's to be acceptable in terms of relevance, specificity, adaptability,

originality, operationality, and functionality, while the faculty perceived them

as highly acceptable.

Curricular Content. Similar to goals, it appears in Table 3, that the

school heads and teachers rated curricular content as excellent as marked by

the means of 4.80 and 4.79, respectively, or an overall rating of 4.80.

Specifically, school heads and teachers agree that the curricular content

of the schools adequately provide more learning experiences; is inter-

disciplinary to other disciplines; values and skills oriented; aimed at total

formation or holistic development of learners; flexible enough to suit the

diverse needs of the learners; recognizes the principles of democracy;

integrates actual life situations and needs; suits the unique needs of every

individual; reflects the needs of the community ; consider national issues,

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needs, and problems; inclusive; provides varied learning experiences to

pupils; calls for varied teaching strategies and procedures; utilizes local and

indigenous teaching materials; and helps the pupils to imbibe the spirit of

nationalism. All the means of these indicators are qualitatively described as

excellent.

It is expected that the respondents gave an excellent rating of the school

culture along curricular content since the teaching learning process is their

primary function. Curriculum content is the “what” of this process; that is, it

consists of knowledge, skills, and attitudes imparted by learning areas or

subjects and other curricular activities. It is therefore imperative that school

heads and teachers give priority to the content of the curriculum, or simply the

subject matter they teach combined with rich learning experiences and broad

knowledge across disciplines.

These statements are in line with the statements in the Experiential

Learning Courses Handbook (2009) that curriculum refers to all the elements

of the teaching learning process that work to help students attain high

standards of learning as articulated in the curricular goals and objectives.

These include: teachers’ knowledge and mastery of subject matter; learning

goals for lessons appropriate for learners; making use of allotted time;
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selecting teaching methods, learning activities, and instructional materials or

resources suitable to the learners, and aligned to the objectives of the lesson.

In addition, Guiab (1997), as cited by Dalay (2018), maintained that in

the culture of an organization, the curriculum is the core or the heart of the

education process, for it is perceived as the learning experiences, that the

school provides for the students in the light of the accepted goals and

objectives, which in turn are the basis for evaluation. Moreover, Kindot (2014)

stressed that curriculum content falls under school culture because it indicates

the means and the sum total of activities of the school and how to effectively

and efficiently attain the goals, aims and objectives of the school system.

Teaching Strategies. Meanwhile, the school heads and teachers were

unanimous in the excellent assessment of their organizational culture along

teaching strategies as evidenced by the same mean of 4.81.

This could be interpreted to mean that teachers utilize new methods and

techniques ; use teaching strategies as effective and productive means to

achieve results, make use of pupils’ experiences in teaching ; use actual

situations in the community as a means of enriching curricular content ;

manifest respect and provide activities/strategies for individual differences;

provide integration of skills; enhance various learning areas; elicit students

participation; make use of experiences of sharing among pupils; elicit two way
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communication between them as teachers and learners; develop learners’

ability to think analytically and to remain logical; develop learners’

appreciation and sense of value or self-worth; develop learners’ motor skills;

give importance to the value of unity and cooperation; and help synthesize

their values and thoughts.

Like curriculum and content, this finding is expected because even

during their preservice days, teachers and school heads, who were once plain

classroom teachers were already oriented that the “how” of learning is as

important as the “what”. This means that knowledge or mastery of subject

matter has to be accompanied with skills in presenting the lessons, also known

as presentation skills. The preservice knowledge and practice of a wide array

of teaching strategies are reinforced upon induction to the teaching profession

through in-service trainings centered on teaching strategies. This could be the

reason why the respondents assessed teaching strategies as an essential

component of organizational culture, as excellent.

The excellent rating awarded to teaching strategies manifests the

respondents’ full awareness that they are duty-bound to transmit knowledge,

skills, and values in a variety of ways, following the principle that students

have differences in abilities, needs, interests, and behaviors in the classroom

and that their unique characteristics have to be addressed in different ways.

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Heather (2018), in an article conforms with the preceding discussion as

she explained that the classroom is a dynamic environment that brings together

students from different backgrounds with various abilities and personalities.

An effective teacher, therefore, is required to implement creative and

innovative teaching strategies to meet students’ individual needs, given that

there is no “one size fits all” solution or no “best” method for effective

teaching. Such strategies as visualization, cooperative learning, inquiry-based

instruction, differentiation, use of technology, behavior management, and

teachers’ engagement in regular professional development programs are great

ways to enhance teaching and learning in the classroom.

Heather (2018) emphasized that being an effective teacher is a

challenge because every student is unique. However, in using various teaching

strategies or a combination of strategies, he/she can address students with

varying learning styles and academic capabilities and make his/her classroom

a dynamic and motivational environment for students.

This finding coincides with the findings of Gabanes (2020), which

disclose that his respondents are expressive of their subject presentation skills

which is outstanding. This means that teachers demonstrate skills in selecting

appropriate strategies, methods, and techniques when presenting their lessons;

provide clear instructional objectives; formulate multilevel questions that

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promote critical thinking; select and prepare low-cost but effective teaching

aids and instructional materials to facilitate learning; give a brief summary of

the lesson towards the end of the instruction; emphasize important points of

the subject matter by repeating or underlining them; and adjust the methods of

teaching pupils’ learning abilities. He attributed his respondents’ outstanding

performance along presentation to the strong teaching preparation in college

and their regular attendance to seminars, INSET and LAC sessions, aside from

participation in government thrusts such as disaster management, solid waste

management, competencies.

Co-curricular Programs. The school heads and teachers assessed co-

curricular programs, activities and structures as excellent, substantiated by the

means of 4.71 and 4.69, respectively or an overall mean a 4.70.

This could be interpreted to mean that both groups of respondents

agreed that the cocky regular programs, activities, and structures include:

faculty development programs; curriculum development programs; research

publication and innovation; moral or spiritual formation program; guidance

and counseling services; health and content services; job placement services;

program which is needs oriented; program which enriches students’

experiences; program which reinforces leadership skills and confidence;

program which solicits community participation and self-help; wide and well
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posted dissemination of information and announcements; production of school

catalogs, brochures, school manuals for teachers, planners and the community;

and school data bank; all of which are described qualitatively as excellent.

The excellent rating of co-curricular programs and activities does not

come as a surprise, since it is common knowledge that schools do undertake

curricular programs, and activities. In fact, it has been observed that activities

come one after the other at close interval or even overlap with each other that

at times disrupt classroom instruction. For instance, starting July, Nutrition

Month celebration is conducted where pupils participate in jingle contests,

quiz bees, cooking competition, or search for A-1 child, among others. The

following month is Buwan ng Wika, wherein literary and musical competitions

are undertaken; and so on. It is without doubt that the respondents recognize

the vital role that cocky regular programs and activities play in the learners’

education and overall growth and development.

Consistent with this finding, Goode (2018) maintains that co-curricular

activities/programs are programmed activities that complement the regular

curriculum, which students perform under the supervision of a designated

adviser. These activities provide students with a lot of interesting and

important experiences outside the traditional classroom, and to explore their

strengths and talents outside of academics, help them develop stronger time
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management and organizational skills, teach the importance of following

through on commitments, give them opportunities to build friendship,

participate in group activities outside of the tight circle of the regular

classroom and help in building their self-confidence and self-esteem.

Khan (2019) concurs with Goode’s statements saying that every

activity in school life places a significant role in the development of students.

Co- curricular activities are an essential part of school life and helps in

enhancing the learning process of students. Students are compelled to

participate in co-curricular activities, which are designed and balanced with

academic curriculum so that they get to learn beyond their academic subjects.

Instructional Resources. The last component of organizational culture

is instructional resources, which the school heads and teachers rated with

means of 4.15 and 4.24 respectively, having an overall mean of 4.20,

qualitatively described as very good.

Specifically, the two groups claimed that their schools have

instructional resources such as: adequate updated textbooks; relevant

supplementary reading materials or books; subscription to

daily/weekly/monthly newspapers and journals; research journals and

publication; adequate laboratory equipment and supplies; adequate athletic

equipment; workbook and handouts; school paper; school library; medical and
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dental facilities and equipment; audiovisual room; overhead/LED projector,

slides and televisions; flannel boards/magnetic boards; and enough audio aids

such as turntable, speakers, amplifiers, and others; all qualitatively described

as very good. One item- teachers’ guides and manuals was rated excellent as

indicated by the mean of 4.66.

To sum up, this component obtained a grand mean of 4.19 with the

qualitative description of very good. However, it is interesting to note that

despite a very good assessment of instructional materials, this surfaced with

the lowest mean along the components of organizational culture. Apparently,

instructional resources such as school paper, medical and dental facilities and

equipment, school library, audiovisual room, and flannel boards have to be

made available to students and teachers. This statement can be supported by

the means lower than 4.00.

This implies that there is a need to improve the existing instructional

resources and acquire those that are not available in their schools. More

importantly, teachers should be encouraged to utilize community resources

and should always put into their minds the vital role that instructional

resources play in the educative process.

On this note, Adalikwu and Iorkpligh (2013) posted that instructional

materials serve as a channel between the teacher and the students in delivering
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instruction. They may also serve as motivation for the teaching-learning

process and used to catch the attention of the students, and eliminate boredom.

Instructional materials, the authors stressed, are highly important for teaching,

most especially to inexperienced teachers. Teachers rely on instructional

materials in every aspect of teaching since these materials give background

information on the subject they are teaching.

To recapitulate, the organizational culture of the schools under study in

excellent, and rightly so, because as contended by Robbins and Coulter (2011)

organizational culture has assumed considerable importance in the 21st

century due to its impact on employee performance and job satisfaction.

Culture at the workplace is a very powerful force, which is consciously and

deliberately cultivated and based on the incoming employees. It is the thread

that holds the organization.

Naicker (2011) emphasized the importance of organizational culture as

he expressed “Without exception, the dominance and coherence of culture

proved to be an essential quality of excellent organizations. The stronger the

culture, the more it is directed towards its goals and there is less need for

policy manuals, organization charts, detailed procedures or rules. In this

organization, people down the line know what they all need to do in most

situations.
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Problem 3. What is the level of organizational climate along

situational, environmental and personological
components as perceived by the school heads and
teachers?

To arrive at the answer to this problem, the mean of the respondents’

perceptions was computed, the result of which is displayed in table 4.

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Table 4
Level of Organizational Climate
Organizational Administrator Teachers Overall Mean/
Climate s Qualitative
Description

Situational 4.76 4.74 4.75

Excellent Excellent Excellent

Environmental 4.84 4.83 4.83

Excellent Excellent Excellent

Personological 4.83 4.80 4.82

Excellent Excellent Excellent

Overall 4.81 4.79 4.80

Mean/Qualitative
Excellent Excellent Excellent
Description

It can be seen in table 4 that the school heads and teachers rated their

organizational climate as excellent as evidenced by the overall means of 4.81

and 4.79, respectively, and a grand mean of 4.80.

Situational. Along situational component, the school heads and

teachers rated it excellent, as indicated by the means of 4.76 and 4.74,

respectively, or an overall mean of 4.75.

This means that the school has demonstrated professionalism and

maturity in dealing with teachers and in handling situation ; open discussions

 118

and encourage their teachers to ask relevant and sensible questions; lead the

teachers to participate in discussions towards the goals and objectives of

meetings and gatherings; provide teachers feedback on the results of their

supervisory visits especially during the post conference; and assign reasonable

work schedule to teachers; all of these are qualitatively described as excellent.

Meanwhile, the items on school heads allowing teachers to leave school

premises during their free time; and allowing teachers to do other personal

tasks during their free time related very good, as marked by the means of 3.96

and 4.07 respectively.

Additionally, the teachers behave professionally with pupils,

colleagues, and school heads; act and decide on issues and concerns with less

pressure from their school heads and from their work; seek freely

considerations from their school heads; have ample time to teach the lessons

than any other additional tasks in school; are open and receptive in doing

school reports as required; are given sufficient time to prepare the school

reports; are assigned responsibilities or duties in school other than teaching;

maximize the use of technologies in teaching; and are required to accomplish

committee assignments expeditiously.

Table 4 also shows that school heads and teachers manifest unity and

cooperation and arrive at the consensus in cases of differing opinions and

 119

viewpoints; manifest dedication and commitment in the profession; exude

harmonious interaction without prejudice, regardless of department, unit,

office they belong; and stick around by themselves; all excellent in qualitative

description.

It could be inferred that the behavior of professionalism, maturity,

cooperation, less pressure in deciding and acting on issues, openness,

dedication and commitment, harmonious interactions, receptiveness,

consideration for each other are induced by the situational side of

organizational or simply as situations call.

According to Vankatesh (n.d.), organizational climate is also referred to

as "situational determinant" which affects human behavior. It can be defined

as a set of attributes specific to a particular organization that may be induced

from the way that organization deals with its members. For the individual

members within the organization, playmate takes the form of a set of

experiences which describes the organization in terms of static characteristics

and behavior outcome, and outcome contingencies.

Environmental. In a similar way, environmental determinants were

rated by its school heads and teachers excellent as substantiated by the mean

of 4.84 and 4.83 respectively and overall with the mean of 4.83. This means

that the respondents have high degree of dedication to given tasks; accomplish
 120

their work with great vigor and pleasure; manifest enthusiasm and

commitment in their work; make themselves available for consultation and

advising; accept their mistake/s as it/they occur/s; and find instructional

materials, resources, and facilities available in school when they need them; all

with the qualitative description of excellent.

Additionally, they can freely act and speak during formal and informal

gatherings; demonstrate enthusiasm during faculty meetings to get things

done; find extra reference books and reading materials available for pupils’

use; attend to students who have individual or special needs; consider their

colleagues as friends, brothers or sisters; and demonstrate close rapport and

harmonious relationship with each other, inside or outside the school; also

qualitatively described as excellent.

Furthermore, teachers and administrators in school know each other

very well thereby ensuring the value of familiarization; share their personal

lives with each other; find time to interact with each other during school time;

spend time together in preparing school reports; accept that preparing school

reports is their responsibilities; consider meetings as an avenue to raise issues

and concerns and to synthesize processes and systems; deem the conduct of

meetings as a means of updating and being reminded of their functions and

other reportorial requirements ; and consider the conduct of meetings as a

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feedback mechanism to identify thoughts and issues and foster continuous

improvement also qualitatively described as excellent.

The implication of this finding is that the respondents' behavior is

motivated by environmental determinants that push them to demonstrate high

degree of dedication, vigor, pleasure, enthusiasm and commitment in

accomplishing given tasks; find time to consult with and advise others; exert

effort in making instructional materials available for students; act and speak

during formal or informal gatherings; interact with each other, thus

maintaining harmonious relationship within and outside the school.

Consistent with these findings, Letwin and Stringer (2010) have cited

some environmental factors that have significant bearing on organizational

climate. They mentioned organizational structure, specifically the extent of

organizational constraints, rules, regulations, or red tape; individual

responsibility and sense of autonomy; rewards or feeling related to being

confident of adequate and appropriate rewards; risk and risk-taking or what is

the perception of the degree of challenge and risk in the work situation;

warmth and support or the feeling of general fellowship and helpfulness

revealing to the work setting; intolerance and conflict or the degree of

confidence that the climate can tolerate differing opinions.

 122

Personological. As regards to personological dimension, the school

heads and teachers received this as excellent as evident in the mean of 4.83

and 4.80 respectively or an overall mean of 4.82.

This finding means that the school heads lay down rules and policies

that are acceptable to teachers; integrate with teachers almost every day; make

themselves available for teachers and in situation/situations where they are

needed; school has collaborated with their teachers to decide on schedule of

classes and other school activities; assess the knowledge and expertise of

teachers in their field; and school heads check teachers' mistakes

professionally.

In addition, the school has ensured that teachers work to their full

capacity ; require teachers for extra duties and are informed of this ahead of

time; encourage teachers to speak in meetings as they have a great deal of

time; help their teachers selflessly; set example by working hard themselves;

handle the challenges of teachers tactfully and constructively ; and or evident

in the communication flow or plant; assign additional tasks or functions to

clearly define rules, responsibilities and values adding reasons for the

assignment ; and ensure the provision of teachers' welfare.

Moreover, they manifest promptness in addressing teachers' concerns

and issues; show that they are the "vessel of wisdom" end of "perspective" to
 123

their teachers; extend considerations and show readiness to help teachers in

their personal problems; recognize their teachers' efforts as essential in school

programs and activities implementation; and their teachers finish their

schoolwork when needed.

This suggests that the respondents' perspectives of organizational

climate are drawn from their personality; that the determinants of

organizational climate are based on their personal views and affect their

behavior. This could mean further that the personal as well as the professional

relationships of the respondents inspire them to establish and sustain excellent

organizational climate.

Consistent with this finding is the discussion of Murray (2018) that the

perspective of personality is clearly identified with personal-logical and life

story perspectives which stress that to understand someone’s personality, one

must focus on their life story and personal history. Each person has unique life

experiences that shape their identities and behaviors. The physical,

psychological, and social logical aspects of a person’s best can help to better

understand the whole person. The life story approach says that one's identity is

derived from one own’s personal narrative and the struggles and triumphs he

had experienced.
 124

In a nutshell, the situational, environmental, and personal logical

dimensions of organizational climate were assessed as excellent. As such, it is

imperative that school leaders should put primacy in creating a positive school

organizational climate because such limeade continues to encourage teachers

to devote everything they have in relation to aspects of knowledge or mind,

energy, time, commitment, alignment, service of birth, professionalism, and

responsibility to improve student achievement and overall performance of the

organization. (Batlolona, 2018).

To further understand the implication of a healthy school climate to the

school’s achievement, Duze and Rosemary (2013) stated that problems faced

by principals could be eliminated to ensure effective instructional leadership.

They included increased safety by adopting violence prevention, conflict

resolution programs, care and fairness in treating teachers and students with

diverse culture, as well as keeping school buildings physically attractive and in

good condition, and provision of updated instructional materials as means of

enhancing the school climate.

Problem 4. Are there a significant differences in the assessment

of the school heads, teachers, and parents on the
SBM performance of the respondent schools?
 125

To determine whether the school heads, teachers and parents

significantly differ in their assessment of SBM performance, the F-test

was employed. Result of the F-test is exhibited in table 5.

Table 5

Summary of F-Test Computations on the Assessment of the Three Groups of

Respondents on School Base Management Practices
School Based Respondents Mean Computed p-value Remarks
Management F-value

Leadership and School Heads 4.62 Significant

Governance
Teachers 4.94
10.41 0.000
Parents 4.82

Curriculum and School Heads 4.67 Significant

Learning
Teachers 4.91 7.44 0.0009
Parents 4.84

Accountability School Heads 4.69 Significant

and continuous
improvement Teachers 4.91 6.66 0.0018
Parents 4.82

Management of School Heads 4.70 Significant

Resources
Teachers 4.92
5.52 0.0051
Parents 4.82

Overall School Heads 4.67 Significant

Teachers 4.92 9.04 0.0002

Parents 4.83
 126

Table 5 shows that there exists significant difference in the overall

assessment of SBM performance of the school heads with the mean of 4.67,

4.92 for teachers, and 4.83 for parents as substantiated by the computed F-

value of 9.04 and a corresponding p-value of 0.0002, which is lower than the

significance level of 0.05. This means that the three groups of respondents

have different perceptions of the SBM practices of the respondent schools

although, all of them earlier rated these outstanding.

Taking the components of SBM separately, the school heads, teachers,

and parents rated leadership and governance practices with the means of 4.62,

4.94, and 4.82 respectively. When the differences in the means were treated to

F-test, it yielded a computed F-value of 10.41 with a p-value of 0.000, which

is much lower than the 0.05 level of significance. This means that although the

three groups of respondents assessed this component as outstanding, the level

of assessment vary from one another. Apparently, the teachers gave the

highest rating, followed by the parents, while the school heads gave the

lowest.

The reason/s for these differences could be differences in their

perceptions, where the teachers feel that they actively participate in the

identified practices, while the school heads feel the practices are not fully

observed, or the parents feel that they are less involved. For instance, in the
 127

crafting of the SIP, teachers are truly involved, but the stakeholders may be

left out; or in defining the structure and roles and responsibilities, the school

head may decide on his own, or rarely consults the teachers or parents.

This finding implies that school heads should exercise their power or

authority to lead and govern the school but should, nonetheless, be doing so

following the tenets of democracy. In the same manner , teachers should

demonstrate sound followership, as it has always been said that being good

leaders starts from being good followers. Likewise, parents, as partners of the

school should collaborate well with school heads and parents in school

activities. Although they have different levels of perceptions of leadership and

governance, the point that matters is that they acknowledge the importance of

leadership and governance in the administration of their schools.

These statements run parallel with the explanation of Legas (2015) that

without effective leadership and governance in any organization, it is virtually

impossible to achieve and sustain administration, to achieve goals, to sustain

quality and deliver first-rate services. The increasing complexities and

requirement arising from the constant change in society, combined with the

constant demands for higher levels of productivity, require effective and

ethical leadership. Good governance and effective ethical leadership are the
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essential requirements for an organization to be considered successful in the

eyes of all stakeholders.

Similarly, there is a significant difference in the assessment of the

school heads, teachers, and parents along curriculum and learning, as marked

by the means of 4.67, 4.91, and 4.84, respectively in favor of the teachers. The

computed F-value is 7.44 with a p-value of 0.0009, which is also lower than

the significance level of 0.05. Despite the fact that the three groups of

respondents assessed this dimension as outstanding, apparently, the teachers

rated this on a higher level.

The teachers’ higher level of assessment on curriculum and learning

might be for the reason that the teachers are the ones directly involved in

classroom instruction with the school heads and parents lending support.

Teachers are the ones who make sure that the lesson they teach, the

instructional materials they use, the teaching strategies they employ, and the

evaluation tools they use are appropriate and based on their learners’ needs,

abilities, interests, family background, and so on. They are the ones who plan

and provide meaningful, rich, and varied learning experiences geared towards

learners’ holistic growth and development. They are the ones who

painstakingly monitor and evaluate the learners’ learning progress so that they

can attend to pupils who might need remedial sessions. In these tasks, the
 129

school heads give comments and suggestions based on their observation and

supervisory visits and the learning outcomes, while parents are just a call away

to extend assistance or give moral support.

Relative to this finding, it was reported that in most schools where

SBM worked operated according to a set of curricular guidelines. Yet teachers

perceived themselves as having a considerable leeway regarding the specifics

of the curriculum they provided to their students and the instructional

approaches and materials they used. Some schools had a separate curriculum

framework for each content area that teachers had written themselves; some

schools used sections from existing framework to come up with their own

approach. What distinguished the schools where SBM worked from struggling

schools was the shared understanding and widespread commitment to

instruction and curriculum approaches adopted by the school. (Villanueva and

Ortega- Dela Cruz, 2019)

In like manner, the school heads, teachers, and parents have significant

differences in their assessment of the SBM component-accountability and

continuous improvement as substantiated by the means of 4.69, 4.91, and 4.82.

When the mean differences were tested for significance, the computed F-value

was pegged at 6.66 and a corresponding p-value of 0.0018, which is lower

than the significance level of 0.05. This is a rejection of the hypothesis that
 130

there is no significant difference in the assessment of the three groups of

respondents, in terms of accountability and continuous improvement.

Evidently, the teachers rated this component higher than the school

heads and parents, albeit the fact that all described accountability and

continuous improvement performance as outstanding. It could be that the

teachers are living by the mandate or obligation to produce students who are

equipped with the salient knowledge, skills and values that make them

effective contributors to nation building. They admit that failure to achieve

this goal is their accountability and that they are responsible for the failures or

poor learning outcomes of their pupils.

These statements conform with those of Somera (2007) who maintained

that the work of a teacher is so vital that schools are often blamed for a variety

of inadequacies that may from time to time become apparent in communities.

To illustrate her point. Somera (2007) explained that a community rarely

blames the medical profession of an epidemic, nor would engineers be charged

for a heavy traffic toll, lawyers for poor laws, architects for slums, or social

workers for juvenile delinquency; yet people do not hesitate to condemn

schools and teachers when results of academic examinations drop, or when

materialism rather than human and moral concerns tend to dominate the

interest of people.
 131

This is not to say that school heads fall behind the teachers in terms of

accountability and continuous improvement. In fact, they are not only

concerned with instruction, but they look into other aspects of management. In

other words, they have other functions to which they are accountable and

responsible of that teachers are not directly involved. Besides, there is that

principle of command responsibility wherein they are held responsible for the

consequences of the actions and behavior of the teachers that adversely affect

the organization.

Castañeto (2015) affirmed that school heads play multirole as

administrators, saying that administrators encourage their teachers to structure

classroom environment for effective teaching and learning; select and utilize

methods and techniques and instructional materials which ensure the steady

growth of learners; help teachers and learners formulate instructional goals or

aims to be accomplished; provide the school system with clearly defined

program of activities that contribute to the attainment of goals and objectives;

and to develop a sound working relationships. As school leaders, they should

be efficient in supervising classroom activities and more so in school

management. Since they are vested with complete administrative and

supervisory powers and duties, their failure to effectively dispense their duties

and responsibilities may spell failure to the entire school system.

 132

Meanwhile, parents also rated this dimension as outstanding, which

reflects their acceptance that they, too, are accountable for the learning of their

children and that the latter continue to improve in their educational endeavors.

Maybe in the past, there were parents who showed less attention to the

education of their children because they were busy with their job, or they were

not literate enough to assist their children, or simply because the parents have

the opinion that the academic achievement is less of their business; the

teachers are paid for that, after all. Until recently, parents have become more

dynamic and active, deeply engaged in their children’s school activities; and

demonstrate desirable partnership with the school. Thus, they too perceived

accountability and continuous improvement as outstanding, although their

rating was lower than the teachers but higher than the school heads.

The Harvard Family Research project concurred with the report,

concluding that parental involvement is associated with higher student

achievement. They found that student success was higher in various areas

including standard test scores, grades, and teacher ratings. Students are also

more likely to enroll in higher-level programs, pass their classes, attend school

regularly, have better social skills and move on to post-secondary education.

Lastly, there also exist significant differences in the assessment of the

three groups of respondents along management of resources. The school heads

 133

rated this with a mean of 4.70, the teacher gave 4.92; and the parents 4.82. The

mean differences were subjected to F-test, which yielded a computed F-value

of 5.52 and a p-value of 0.0051. This value is lower than the significance level

of 0.05, thus, leading to the rejection of the hypothesis that there is no

significant difference in the assessment of the three groups of respondents.

As in the other components of SBM, the teachers perceived practices

along management of resources as outstanding, just like the school heads and

parents, although the former gave a higher rating. This means the teachers are

more inclined to engage in the identification, allocation, and mobilization of

resources, because they are directly the users of these resources. As such, in

the crafting of the school improvement plan (SIP) they already identify what

they need in their classrooms and allocate from the MOOE funds to procure

these resources. Once they receive their resources, they see to it that these are

used properly and carefully. In case where funds allocated are not sufficient,

they consult the parents and other stakeholders like barangay/ municipal

officials, alumni and other government and non-government agencies, as well

as civic-spirited citizens for possible donations. They invite the donors to

monitor and evaluate the procurement of these resource materials.

While the assessment of resource management differs in level, the

bottom line is that all the three groups of respondents concur that resource
 134

management is practiced very well in their schools and is considered a very

important factor in attaining the goal and objective of instruction.

In line with this finding on management resources, Mengistu (2014)

contended that resource management and utilization is an integral part of the

overall management of the school. Education in a school, he asserted, is

determined by provision of resources, their maximum utilization, and efficient

management. Advances in science and technology necessitates that school

managers and teachers should adopt modern methods of facilities management

in order to improve the quality of teaching and learning. The quality of school

facilities, teaching-learning materials, teaching personnel and the education

process will eventually determine the instructional programs and performance

of the school.

Premised on his contentions, Mengistu (2014) assessed the educational

resource management and utilization for quality education. This study found

out that facilities like desks and chairs in the library and utilization of

textbooks were adequately available. In particular, the practices need

assessment, selection, purchasing, distribution and inventory control of

educational materials were average. Furthermore, poor laboratory services,

less position of pedagogical service center, less position in terms of resource

utilization practices, poor maintenance activity in the school, were observed

 135

besides shortage of current reference books in the library. Moreover, lack of

training for staff, lack of good planning skills, lack of users’ skills, problems

of good storage and handling, lack of proper distribution, and environmental

factors that affect educational resource management and utilization were

evident.

To sum up, the three groups of respondents differed significantly in

their assessment of the SBM practices, even though all of them gave

outstanding rating. It is implied that even with significant differences, the three

groups of respondents are in a consensus that the schools adhere to the

practices defined in the SBM system. They acknowledge the fact that by

complying with SBM practices as prescribed by DepEd, they are just a few

steps towards the attainment of the organization’s goal of achieving quality

education.

Kubick (2018) pointed out that as educators, parents and the public are

discovering; some districts and some schools are experiencing greater success

in implementing SBM than others. While some schools are using SBM to

redesign the school organization to accomplish an educational vision, other

school communities are stuck on power issues.

Problem 5. Are there significant differences in the assessment of the

teachers and school heads on organizational culture and
organizational climate?
 136

To answer this problem, the differences in mean ratings were tested for

significance using t-test. The results are reflected in tables 6 and 7.

 137

Table 6

Summary of t-test Computations on the Assessment of the Two Groups of

Respondents on Organizational Culture
Organizational Respondents Mean Computed p- Remarks
Culture t-value value
Goals School 4.81 Not
Heads 4.78 0.48 0.63 Significant
Teachers
Circular Content School 4.80 Not
Heads 4.79 0.38 0.70 Significant
Teachers
Teaching School 4.81 Not
Strategies Heads 4.81 0.07 0.94 Significant
Teachers
Co-curricular School 4.71 Not
Programs Heads 4.69 0.36 0.72 Significant
Teachers
Instructional School 4.15 Not
Resources Heads 4.24 0.75 0.46 Significant
Teachers
Overall School 4.66 Not
Heads 4.66 -0.12 0.90 Significant
Teachers

As presented in table 6, there is no significant difference in the overall

assessment of the two groups – school heads and teachers of their

organizational culture. This is indicated by the overall computed t-value of -

0.12 and p-value of 0.90, which is very much higher than the significance

level of 0.05. It appears that the school heads and teachers have the same

overall mean of 4.66.

 138

It can also be seen in table 6 that the assessment of the two groups of

respondents on the specific dimensions of organizational culture do not

significantly differ. Goals has a computed t-value of 0.48with a p-value of

0.63; curricular content has a t-value of 0.38 and p-value of 0.70; teaching

strategies has 0.07 and p-value of 0.94; co-curricular programs has 0.36 and p-

value of 0.72; and instructional resources has 0.75 and p-value of 0.46. All the

p-values are higher than 0.05 significance level; hence the null hypothesis

stating there is no significant difference in the respondents’ assessment of

organizational culture is accepted. The mean difference in the specific

dimensions of organizational culture are not significant.

This finding suggests that the two groups of respondents unanimously

assessed organizational culture as excellent along all dimensions. They all

agree that the goals of their respective schools are logical and meaningful,

related to the prevailing functions of the schools, easily evaluated, responsive

to the needs of their clientele, expressed in simple terms, feasible and

attainable, based on national, community and individual, as well as

professional goals, well-publicized or communicated among teachers, school

members and community members.

Similarly, they are in conformity that curricular content adequately

provides more learning experiences, is interdisciplinary, value and skills-

 139

oriented, geared towards the holistic development of learners, is flexible and

cater to diverse learners, democratic, integrative and suitable for individual

and community needs and utilizes local and indigenous teaching materials.

Likewise, they concurred with each other that teachers utilizes

innovative, effective and productive strategies to achieve results, make use of

learners’ experiences and actual life situations in the community; provide

activities that address individual differences, integration of skills; enhance

varied learning experiences and elicit student participation and two-way

communication; develop learners analytical and logical reasoning,

appreciation and sense of self-worth, psychomotor skills; and inculcate

desirable values and thoughts.

Furthermore, the respondents agreed that they have very good

instructional resources since they have procured adequate updated textbooks,

relevant supplementary reading materials; have subscribed to newspapers,

journals, and other publication; acquired adequate athletic equipment,

teachers’ guides and manuals, workbooks and handouts; have a school paper,

medical/dental facilities/equipment, school library, audio-visual room and so

on.

In a capsule, organizational culture was viewed excellent by the

respondents in the same way; there are no significant difference in their

 140

perceptions. It could be that there are other constructs that led to the non-

significance of the differences in their assessment.

Table 7 reflects the summary of t-test computation on the assessment of

the two groups of respondents on organizational climate.

Table 7

Summary of t-test Computations on the Assessment of the Two Groups of

Respondents on Organizational Climate
Organizational Respondents Mean Computed p- Remarks
Climate t-value value
Situational School 4.76 Not
Heads Significant
4.74 0.41 0.67
Teachers
Environmental School 4.84 Not
Heads Significant
4.83 0.32 0.74
Teachers
Personological School 4.83 Not
Heads Significant
4.80 0.77 0.44
Teachers
Overall School 4.81 Not
Heads Significant
4.79 0.58 0.56
Teachers

It can be gleaned from table 7, that overall, the assessment of the two

groups of respondents on organizational climate did not vary significantly as

marked by the t-value.

 141

In particular, the situational dimension obtained a t-value and p-value

of 0.41 and 0.67, respectively; environmental got a computed t-value of 0.32

and a p-value of 0.74, and personological had a t-value of 0.77 and p-value of

0.44. All the p-values are higher than the significance level of 0.05, hence, the

null hypothesis that the school heads and teachers’ assessment of

organizational culture do not differ significantly is accepted.

It could be inferred that both groups of respondents are convinced that

the climate in their school or organization is excellent in that, the situations,

environment, and personological concerns are healthy, wholesome, and

conducive to good work performance. It could also mean that that there are

other variables that could probably cause differences in the assessment of

organizational climate such as the assessment tool used or the profile of

respondents.

Relative to this inference, Patterson et al. (2013) argued that the climate

perceptions are associated with a variety of important outcomes at the

individual group and organizational levels. These include leader behavior,

turnover intentions, job satisfaction, individual job performance and

organizational performance.

Patterson et al. (2013) further posited that perceptions of motivating

and other aspects involving organizational climate were positively related to

 142

the supervisory ratings of performance, group process variables across

organizational levels, and that employees as related by their supervisors,

performed better in an organizational climate supportive of risk. Higher

productivity is expected from people with skills and attitudes that are

associated with independence of thought and action, and the ability to be

productive in free and innovative climate.

Problem 6 . Are there significant differences in the

respondents’ assessment on school-based
management, organizational culture and climate
when grouped according to category of schools?

Table 8

Summary of F-Test computations on the assessment of the respondents on

Organizational Culture when grouped according to category of
Organizational Category of Mean Computed Critic Remarks
Culture Schools F-value al F-
Groupings value
School Goals Beginning 4.55 7.995 3.03 Significant
Developing 4.81
Advanced 4.87
Curricular Beginning 4.57 7.979 3.03 Significant
Content Developing 4.81
Advanced 4.89
Teaching Beginning 4.66 3.37 3.03 Significant
Strategies Developing 4.83
Advanced 4.84
Co-curricular Beginning 4.44 5.912 3.03 Significant
Programs Developing 4.72
Advanced 4.77
Instructional Beginning 3.73 5.219 3.03 Significant
Resources Developing 4.23
Advanced 4.47
Overall Beginning 4.39 9.10 3.03 Significant
 143

Organizational Developing 4.68

Culture Advanced 4.77
 144

As gleaned in table 8, there is a significant difference on the respondents’

assessment on organizational culture when grouped according to category of

schools with an overall computed F value of 9.10 and a critical F value of 3.03

for 2 and 231 degrees of freedom at 0.05 level of significance. The F value

obtained is higher than the critical F value which led to the rejection of the null

hypothesis.

The data on the table implies that the respondents’ assessment on

dimensions of organizational culture differ significantly when grouped

according to category of schools such as beginning, developing and advanced.

School goals has a computed F-value of 7.99; curricular content has an F-

value of 7.97; teaching strategies has 3.37; co-curricular programs has 5.91;

and instructional resources has 5.21; all with the same critical F value of 3.03

It is then inferred that the respondents’ assessment on their respective

schools’ shared values, beliefs and practices along leadership and governance,

curriculum and learning, accountability and continuous improvement and

management of resource organizational culture vary according to their school

category : as a beginning school which structures and mechanisms has its

acceptance with the community’s participation and has impact on learning

outcomes ; a developing or maturing school with continuous improvement in

terms of performance and learning outcomes and advanced or accredited

 145

schools wherein production, outputs and outcomes are fully integrated in the

community making it self-renewing and sustaining.

The respondents which comprised of school heads, teachers and parents

may have different assessments on organizational culture considering the

capability of each level or category of school but what remains constant is

each of the internal and external stakeholders’ participation in establishing

excellent organizational culture, The implementing guidelines on the revised

school-based management (SBM) states that the stakeholders play an

important role in managing the schools. They are the partners of the school

leaders in making the schools conducive to teaching and learning. They are

also responsible for the achievement of the learning outcomes through their

active participation in school activities, programs and projects (D.O 83 s.

2012).

Table 9

Summary of F-Test computations on the assessment of the respondents on

Organizational Climate when grouped according to category of schools
Organizational Category of Mean Computed Critic Remarks
Climate Schools F-value al F-
value
Situational Beginning 4.53 7.32 3.03 Significant
Developing 4.76
Advanced 4.83
Environmental Beginning 4.69 3.51 3.03 Significant
Developing 4.83
Advanced 4.90
Personological Beginning 4.49 13.30 3.03 Significant
 146

Developing 4.84
Advanced 4.90
Overall Beginning 4.57 9.98 3.03 Significant
Organizational Developing 4.81
Culture Advanced 4.88

Table 7 reveals that there is a significant difference on the respondents’

assessment on organizational climate when grouped according to category of

schools with an overall computed F value of 9.98 and a critical F value of 3.03

for 2 and 231 degrees of freedom at 0.05 level of significance. The F value

obtained is very much higher than the critical F value which led to the

rejection of the null hypothesis.

The data on the table connotes that the respondents’ assessment on the

dimensions of organizational climate significantly differ when grouped

according to category of schools along beginning, developing and advanced.

Situational has a computed F-value of 7.32; environmental has an F-value of

3.51; and personological has 13.30; all with the same critical F value of 3.03 .

The respondents’ behavior, attitudes, and feelings on situations,

environment and personological aspects within their respective workplace is

distinctly different for each category be it in beginning, developing or

advanced. It is but expected that different perception arises considering that

schools perform differently based on their ability to manage their functions

and resources to be effective.

 147

Zhang (2010) revealed that organizational climate has significant

effects on organization effectiveness. It was found out that educational level,

especially leadership and communication can effectively predict group

performance. enterprise size, leadership, salary; and promotion has significant

predicting effects on collective identity, educational level; rules; promotion

and development climate have significant predicting effects on group

commitment.

Table 10

Summary of F-Test computations on the assessment of the respondents on

School Based Management when grouped according category of schools
Organizational Category of Mean Computed Critic Remarks
Climate Schools F-value al F-
value
Leadership Beginning 4.77 1.68 3.02 Not
Developing 4.86 Significant
Advanced 4.88
Curricular Beginning 4.81 0.57 3.02 Not
Developing 4.86 Significant
Advanced 4.87
Accountability Beginning 4.75 4.92 3.02 Significant
and Developing 4.86
continuous Advanced 4.95
improvement
Management Beginning 4.80 0.965 3.02 Not
 148

of Resources Developing 4.86 Significant

Advanced 4.89
Overall SBM Beginning 4.78 1.87 3.02 Not
Developing 4.86 Significant
Advanced 4.90

A shown in table 10, there is no significant difference on the

respondents’ assessment on School based Management as evident with the

overall School Based when grouped according to category of schools with an

overall computed F value of 1.87 and a critical F value of 3.02 for 2 and 231

degrees of freedom at 0.05 level of significance. The overall computed F-value

as shown in the table is lower than the critical F value of 3.02 which generally

led to the acceptance of the null hypothesis.

Noticeably, one indicator of organizational climate which is

accountability reflects a significant difference with a computed F value of

4.92. Other indicators of organizational climate obtained computed F values of

1.68, 0.57, and 0.96, for leadership, curricular and management of resources,

respectively. All of which have a critical F value of 3. 02.

Accountability for continuous improvement enables all actors and

stakeholders to know at all times what affects the culture of the system, the

talent it musters, its ability to execute what it wants to accomplish, and the

extent to which knowledge is used to strengthen performance

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According to O’Day, J. A. and Smith, M. S. (2016) The goal of a

continuous improvement accountability system is to leverage multiple inputs

and processes to achieve desired outcomes. There always will be room for

improvement, but the following success criteria can serve as a guide for

system development. A system is considered effective when various processes

and components of the system are connected and aligned so that they work

together as part of a complex whole in support of a common purpose; system

improvements are driven by a process of continuous measurement and

feedback with a focus on collecting and sharing data that informs and

transforms.; system actors understand and engage each other and the system

successfully and system outputs are of the desired quality and produced within

the desired time frame. Within schools, districts, and systems, continuous

improvement accountability translates to a system when it acknowledges and

adapts to the realities, complexities, and uniqueness of schooling; employs a

systemic approach to actively assess, monitor, and improve at all levels with

regard to key education factors and high-quality standards; ensures a holistic

understanding of education quality through myriad reliable data and pieces of

information, and uses these data to continuously drive and evaluate

improvement actions and support services. provides transparency and

accountability through a valid multi-metric, non-punitive representation of

 150

data and information; identifies, acknowledges, and engages all stakeholders

and provides constant and consistent reinforcement, guidance, and

accountability of all stakeholders and factors toward a shared vision.( O’Day,

J. A. and Smith, M. S. , 2016)

Problem 7. Do the components of school-based management predict

organizational culture and organizational climate?

To determine whether the SBM components predict organizational

culture and climate, multiple regression was used. Results are displayed on

Table 11, Model 1 and Table 12, Model 2 for organizational culture, and Table

13, Models 3 and 4 for organizational climate.

It appears in table 11, that only one of the dimensions of SBM is a

significant determinant of organizational culture, and this is accountability and

continuous improvement. This is substantiated by the β-value of 1.041 and B-

value of 0.768 with a p-value of 0.025, which is lower than the 0.05 level of

significance. This result was derived from the regression analysis presented in

Models 1 and 2 in Table 12.

Model 1
Organizational Culture = 1.888 + (0.126 *
Leadership and Governance) + (-0.677 *
Curriculum and Learning) + (1.041 *
Accountability and Continuous Improvement) + (0.086 *
Management of Resources)
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Table 11
Summary of Multiple Regression Analysis for Components of School-Based
Management Predicting Organizational Culture (N=39)
Variable B β p-value Remarks
School Based
Management Along
Leadership and 0.126 0.112 0.662 Not
Governance Significant

School Based
Management Along
Curriculum and -0.677 0.538 0.131 Not
Learning Significant

School Based
Management Along
Accountability and 1.041 0.768 0.025 Significant
Continuous
Improvement

School Based
Management Along
Management of 0.086 0.067 0.802 Not
Resources Significant

Significant F = 0.034 R = 0.507 R2 = 0.257 Adjusted R2 = 0.034

The result of the multiple regression as reflected in table 12 and

detailed in Models 1 and 2, suggests that organizational culture can be

predicted or determined by the SBM performance of the organization along

accountability and continuous improvement. This could be explained by the

fact that in the exercise of leadership and governance, curriculum and learning

and management of resources, school leaders and teachers are held

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accountable and responsible for their actions. For example, if they fail to

perform their duties and functions in running the affairs of the school system;

if the students fail in acquiring knowledge, skills and values; if the goals and

objectives are not attained; and if the resources of the school are not properly

distributed and utilized; the school leaders have to account for it to their

superiors and stakeholders. In other words, accountability and continuous

improvement is intricately intertwined with the other SBM components.

Table 12

Summary of Regression Analysis for School - Based Management Along

Accountability and Continuous Improvement Predicting Organizational
Culture (N = 39)
Variable B β p-value Remarks
School Based 1.041 0.768 0.025 Significant
Management Along
Accountability and
Continuous
Improvement
Significant F = 0.034 R = 0.445 R 2 = 0.198 Adjusted R 2
= 0.176

Model 2
Organizational Culture = 1.761 + (0.063 * Accountability and
Continuous Improvement)

Hence, it could be inferred that if accountability and continuous

improvement are given primacy in an organization, its culture is most likely to

be of high level. This is because, as have been said, an organization’s culture

defines the proper way to behave within the organization. It consists of shared
 153

beliefs and values established by leaders and then communicated and

reinforced through different methods that eventually shape employee

perceptions, behaviors and understanding. So, if organization members believe

that they are accountable and responsible for the organizations’ continuous

improvement, they demonstrate transparency, integrity, and commitment to

their functions. They then develop a culture of excellence where all

stakeholders trust that great outcomes will result.

Along this discussion, Bovens (2018) explained that in ethics and

governance, accountability means answerability, blame worthiness, liability,

and the expectation of account-giving. Accountability is the acknowledgment

and assumption of responsibility for actions, products, decisions, and policies

including administration, governance, and implementation within the scope of

the employment position and encompasses the obligation to report, explain,

and be answerable for resulting consequences.

Bovens (2018) went on to say that in governance, accountability has

expanded beyond the basic definition of being accountable for one’s action. It

is frequently described as an account giving relationship between individuals.

For instance, individual A is accountable to individual B when A is obliged to

inform B about A’s past or future actions and decisions, to justify them, and to

suffer punishment in case eventual misconduct. Accountability cannot exist

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without proper accounting practices. In other words, the absence of accounting

means the absence of accountability.

Meanwhile, the summary of multiple regression analysis for

components of SBM predicting organizational climate is presented in Table

10, as detailed in Models 3 and 4.

As shown in table 13, SBM along accountability and continuous

improvement are significant determinants of organizational climate, just like

of organizational culture. This is marked by the β-value of 0.634 and B-value

of 0.727 and a p-value of 0.040, which is lower than the significance level.

This result is specified and derived from Model 3.

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Table 13

Summary of Multiple Regression Analysis for Components of School Based

Management Predicting Organizational Climate (N=39)
Variable B β p-value Remarks
School Based
Management Along
Leadership and -0.070 -0.097 0.716 Not
Governance Significant

School Based
Management Along
Curriculum and -0.301 -0.372 0.309 Not
Learning Significant

School Based
Management Along
Accountability and 0.634 0.727 0.040 Significant
Continuous
Improvement

School Based
Management Along
Management of 0.033 0.040 0.886 Not
Resources Significant
Significant F = 0.100 R = 0.446 R 2 = 0.199 Adjusted R2 =
0.105

Model 3
Organizational Climate = 3.376 + (0.070 *
Leadership and Governance) + (-0.301 *
Curriculum and Learning) + (0.634 *
Accountability and Continuous Improvement) + (0.0.33 *
Management of Resources)
 156

Likewise, the summary of regression analysis for SBM along

accountability and continuous improvement is exhibited in table 14 and

detailed in Model 4.

Table 14

Summary of Regression Analysis for School Management Along

Accountability and Continuous Improvement Predicting Organizational
Climate (N = 39)
Variable B β p-value Remarks

School Based 0.382 0.376 0.018 Significant

Management Along
Accountability and
Continuous
Improvement
Significant F = 0.018 R = 0.376 R2 = 0.141 Adjusted R2 = 0.118

Model 4
Organizational Climate = 3.222 + (0.328 * Accountability and Continuous
Improvement)

As explained earlier, accountability and continuous improvement are

linked to the other components of SBM – leadership and governance,

curriculum and learning, and management of resources. This means that if

school heads and teachers perform their functions along these components,

whatever results may arise will be their accountability and benchmark to

improving instruction and the general welfare of the school. To cite some
 157

situations, whether leadership or governance fail or succeed, it is the

accountability of the school head, because he is the school administrator or

manager. When results of curriculum and learning functions are either below

or beyond the standard learning outcomes, the teacher is directly accountable

and held responsible with it, but still the school head shares with the

accountability, following the principle of command responsibility. When

resources are inadequate, it would be the school head’s responsibility, but once

the resources are turned over to individual teachers, they become accountable

for it; they are properly used and maintained.

These being said, it can be deduced that if organization members

recognize their accountability, there is greater possibility that healthy

organizational climate prevails. If the shared values, beliefs, perceptions, rules,

practices, and assumptions are implemented in actual setting, the most desired

climate of the school comes to the fore.

In the article published in www.optimalmeasures.com, it was explained

that organizational culture is a system of shared assumptions, values, and

beliefs that govern how people behave in their organization. On the other

hand, climate is how employee in the organization experience that culture,

think of climate as the mood of the organization.

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So, if accountability and continuous improvement are determinants for

organizational culture, it is most likely that it is also a determinant of

organizational climate.

Problem 8. What theory/ies may be drawn based on the findings of

the study ?

Based on the salient findings of the study, the researcher conceptualized

the following theories :

Title: The Accountability-Development Nexus: Exploring the Role of

School-Based Management in Shaping Organizational Culture

Abstract: This paper presents a new theory that examines the influence of
accountability and continuous development as dimensions of school-based
management on the formation and development of organizational culture
within educational institutions. It posits that accountability and continuous
development act as significant determinants and predictors of organizational
culture, impacting the values, beliefs, and behaviors of individuals within the
organization. By exploring the dynamic relationship between these
dimensions, this theory aims to provide insights into fostering a positive and
adaptive organizational culture in schools, leading to improved educational
outcomes and overall organizational success.

Introduction: School-based management has emerged as a transformative

approach to empower educational institutions by involving stakeholders in
decision-making processes. This theory focuses on two key dimensions of
school-based management: accountability and continuous development, and
their relationship with organizational culture. By understanding how
accountability and continuous development shape organizational culture,
educational leaders can strategically leverage these dimensions to cultivate a
positive, inclusive, and innovative culture within their schools.
 159

Theoretical Framework:

Accountability: Accountability in school-based management refers to the

extent to which individuals and groups are responsible and answerable for
their actions, decisions, and performance. It involves clear expectations,
transparent reporting mechanisms, and consequences for outcomes.
Accountability fosters a culture of responsibility, where individuals understand
the significance of their roles and contributions, and are held to high standards
of performance.

Continuous Development: Continuous development encompasses ongoing

learning, growth, and improvement initiatives within a school community. It
involves providing professional development opportunities, fostering a culture
of learning and collaboration, and supporting individual and collective
capacity building. Continuous development initiatives contribute to the
acquisition of new knowledge, skills, and attitudes, and promote a culture of
innovation and adaptability.

Organizational Culture: Organizational culture represents the shared values,

beliefs, norms, and behaviors that shape the collective identity and functioning
of an organization. It influences how individuals perceive and interpret their
environment, their interactions with others, and their approach to work. A
positive organizational culture is characterized by trust, collaboration, open
communication, shared vision, and a focus on learning and growth.

Proposed Theory: The theory proposes that accountability and continuous

development are significant determinants and predictors of organizational
culture within school-based management. The following propositions
highlight the relationship between these dimensions:

1. Accountability shapes organizational culture: When accountability is

embedded in school-based management practices, it establishes clear
expectations, promotes transparency, and emphasizes individual and
collective responsibility. This fosters a culture of integrity,
professionalism, and ethical conduct. A culture of accountability
encourages open communication, trust, and fairness, influencing the
overall organizational culture towards a focus on performance,
responsibility, and shared goals.
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2. Continuous development influences organizational culture:

Continuous development initiatives within school-based management
contribute to the growth mindset, professional learning, and
collaboration among stakeholders. By valuing and investing in the
development of individuals, schools foster a culture of learning,
innovation, and adaptability. Continuous development efforts create
opportunities for knowledge-sharing, experimentation, and the pursuit
of excellence, shaping the organizational culture towards a focus on
growth, creativity, and continuous improvement.
3. Organizational culture reinforces accountability and continuous
development: Organizational culture plays a crucial role in sustaining
and reinforcing accountability and continuous development practices
within schools. A positive organizational culture characterized by trust,
collaboration, and support creates an environment conducive to
embracing accountability and actively participating in continuous
development initiatives. Conversely, a negative or stagnant
organizational culture may impede the effectiveness and sustainability
of accountability and continuous development efforts.
Implications and Conclusion: Understanding the interplay between
accountability, continuous development, and organizational culture provides
valuable insights for educational leaders and policymakers in shaping positive
and adaptive organizational cultures within schools. By strategically
integrating accountability mechanisms and fostering a culture of continuous
learning and growth, schools can cultivate a vibrant and supportive
organizational

Title: The Accountability-Continuous Development Framework:

Unveiling the Significance of Organizational Climate in School-Based
Management

Abstract: This paper presents a new theory that explores the interplay
between accountability, continuous development, and organizational climate
within the context of school-based management. It proposes that
accountability and continuous development serve as significant determinants
of organizational climate, influencing the overall effectiveness and success of
educational institutions. By establishing a clear link between these dimensions,
this theory aims to provide valuable insights for educational leaders and
 161

policymakers to enhance the organizational climate within schools, ultimately

improving student outcomes and fostering a positive learning environment.

Introduction: School-based management has gained considerable attention as

a means to improve educational outcomes by empowering school communities
to make decisions at the local level. While various dimensions of school-based
management have been explored, this theory focuses on accountability and
continuous development as critical determinants of organizational climate. By
delving into the relationship between these dimensions, we aim to elucidate
their influence on the overall functioning of schools and their impact on
student achievement.

Theoretical Framework:

Accountability: Accountability refers to the extent to which individuals and

groups within a school are responsible for their actions and performance. It
involves transparent reporting, monitoring, and evaluation of outcomes, as
well as the establishment of clear performance targets and expectations.
Accountability mechanisms ensure that individuals are answerable for their
decisions and actions, promoting a culture of responsibility within the
organization.

Continuous Development: Continuous development encompasses ongoing

professional growth and improvement initiatives within a school community.
It involves providing opportunities for professional development, fostering a
learning culture, and encouraging collaboration among teachers,
administrators, and staff members. Continuous development initiatives aim to
enhance knowledge, skills, and attitudes, resulting in improved teaching
practices and increased organizational effectiveness.

Organizational Climate: Organizational climate refers to the prevailing

psychological and social atmosphere within an organization. It encompasses
the collective perceptions, attitudes, and behaviors of individuals, as well as
the overall working environment. A positive organizational climate is
characterized by trust, open communication, mutual respect, shared goals, and
a sense of belonging. It influences motivation, job satisfaction, and the overall
performance of individuals within the organization.
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Proposed Theory: The theory posits that accountability and continuous

development are significant determinants of organizational climate within
school-based management. The relationship between these dimensions can be
understood through the following propositions:

1. Accountability fosters a positive organizational climate: When

accountability mechanisms are implemented effectively, they create a
sense of responsibility and ownership among individuals within the
school community. Clear performance expectations, coupled with
transparent reporting and evaluation processes, promote trust and
fairness. As a result, individuals feel motivated, valued, and invested in
the collective success of the organization, thereby contributing to a
positive organizational climate.
2. Continuous development enhances organizational climate: By
promoting ongoing professional growth, continuous development
initiatives create opportunities for learning, collaboration, and
innovation within schools. When educators and staff members engage
in professional development activities, they acquire new knowledge,
refine skills, and develop a growth mindset. This, in turn, positively
impacts the organizational climate by fostering a culture of learning,
cooperation, and adaptability.
3. Organizational climate influences accountability and continuous
development: The organizational climate within a school can either
facilitate or hinder the effective implementation of accountability and
continuous development practices. A positive climate characterized by
trust, open communication, and shared goals provides a conducive
environment for individuals to embrace accountability and engage in
continuous development initiatives. Conversely, a negative climate
marked by distrust, fear, or a lack of support may impede the
willingness and ability of individuals to embrace these dimensions.
Implications and Conclusion: Understanding the interconnectedness between
accountability, continuous development, and organizational climate can
inform educational leaders and policymakers in their efforts to improve
school-based management practices. By prioritizing accountability
mechanisms and fostering a culture of continuous development, schools can
create a positive organizational climate that supports student achievement,
staff well-being, and overall organizational effectiveness. Further research is
 163

needed to explore the causal relationships between these dimensions and

identify effective strategies for their implementation in diverse educational
contexts.
 164

Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research undertaking determined the SBM performance level of 39

public elementary schools in 13 districts in the Division of Nueva Vizcaya as

determinant of organizational culture and organizational climate.

Specifically, the study sought answers to the following questions:

1. What is the SBM level of performance in terms of leadership and

governance, curriculum and learning, accountability and continuous

improvement, and management of resources as evaluated by the school heads,

teachers, and parents?

2. What is the level of organizational culture along goals, curricular

content, teaching strategies, co-curricular programs/activities/structures, and

instructional materials as perceived by the school heads and teachers?

3. What is the level of organizational climate along situational,

environmental, and personological components as perceived by school heads

and teachers?
 165

4. Are there significant differences in the assessment of the school

heads, teachers, and parents on the SBM performance of the respondent

schools?

5. Are there significant differences in the assessment of the school

heads and teachers on the organizational culture and organizational climate?

.6. Are there significant differences in the respondents’ assessment on

school-based management, organizational culture and climate when grouped

according to the category of schools?

7. Do the components of school-based management predict

organizational culture and organizational climate?

Significant Findings

1. The three (3) groups of respondents evaluated the SBM practices of

the respondent schools as outstanding as indicated by the grand mean of 4.81,

specifically along leadership and governance 4.79 ; curriculum and learning

4.80 ; accountability and continuous improvement 4.81 ; and management of

resources 4.81 .

2. The school heads and teachers assessed organizational culture as

excellent, as marked by the grand mean of 4.66, specifically in terms of goals

4.80 ; curricular content 4.80 ; teaching strategies 4.81 ; co-curricular programs

and activities 4.70 ; but very good in instructional resources 4.20 .

 166

3. The two groups of respondents assessed organizational climate as

excellent as evidenced by the grand mean of 4.80, specifically in situational

4.75 ; environmental 4.83 ; and personological 4.82 .

4. The overall assessment of the three groups of respondents on SBM

level of practice differed significantly, as substantiated by the computed F-

value of 9.04 with a p-value of 0.0002, which is very much lower than the

significance level of 0.05. In particular, they differed significantly in their

assessment of leadership and governance (F = 10.41, p =0 .0000); curriculum

and learning (F = 7.44, p =0 .0009), accountability and continuous

improvement (F = 6.66, p =0 .0018); and management of resources (F = 5.52,

p =0 .0051). All these p-values are lower than the significance of 0.05.

5. The assessment of the school heads and teachers on organizational

culture taken as a whole, did not differ significantly, as attested by the overall

t-test value of 0.12 and a p-value of 0.90, which is very much higher than the

significance level of 0.05. They did not differ in the assessment of the specific

components of culture-goals (t=0.48, p=0.63); curriculum content (t=0.38,

p=0.70); teaching strategies (t=0.07, p=0.94); co-curricular programs (t=0.36,

p=0.72); and instructional resources (t=0.75, p=0.46).

Likewise, the two groups of respondents did not differ significantly in

their assessment of organizational climate, as a whole, as shown by the overall

 167

t-value of 0.58 and a p-value of 0.56, which is higher than the significance

level of 0.05. Specifically, the situational (t=0.41, p=0.67); environmental

(t=0.32, p=0.74); and personological (t=0.32, p=0.74) components were not

significant as assessed differently by the two groups of respondents.

6. There are no significant differences in the respondents’ assessment of

SBM when grouped according to categories of schools’ as shown by the

overall mean of 1.87, lower than 3.02 critical F-value, and significant in

organizational culture and organizational climate with computed F-value of

9.10 and 9.98 respectively, both higher than 3.03 critical F-value.

7.Accountability and continuous improvement as components of

School based Management performance are significant determinants of

organizational culture and organizational climate, as evident in the regression

analysis pegged at the B-value of 1.041 and β-value of 0.768 with a p-value of

0.025; and the β-value of 0.634 and B-value of 0.727 with a p-value of 0.040,

respectively, where both p-values are lower than the 0.05 significance level.

Conclusions

Based on the significant findings presented, the following conclusions

are drawn:

1. The level of SBM practices of the respondent schools is outstanding.

2. The organizational culture of the respondent schools is excellent.

 168

3. The level of organizational climate is also excellent.

4. There are significant differences in the assessment of the three

groups of respondents on the level of SBM performance of respondent

schools.

5. There are no significant differences in the assessment of the two

groups of respondents on the organizational culture and the organizational

climate.

6. There are no significant differences in the respondents’ assessment

of SBM when grouped according to category of schools’ , however there is a

significant difference in organizational culture and organizational climate.

7. Accountability and continuous improvement predict or determine

organizational culture and organizational climate.

Recommendations

In the light of the significant findings and the conclusions, the

following recommendations are offered.

1. While the respondent schools have obtained outstanding rating in

their SBM level of practices, interventions and initiatives have to be

undertaken to sustain the outstanding SBM level of practice, especially with

the uncontained spread of COVID-19 and the new variant. Since, teachers and

school heads have diverted from the traditional mode of instruction and
 169

management of school affairs, there might be other indicators or criteria that

could be included, which are not defined in the SBM assessment tool.

2. The organizational culture along its components were rated excellent

except for instructional resources, which was assessed as very good. On this

note, it is recommended that school heads and teachers should endeavor to

improve in this component by coordinating with other government agencies or

NGOs and lobby for procurement of resources, or by initiating income

generating projects in school to supplement the funds intended for

instructional resources.

3. Local and/or indigenous materials abound in our communities.

Teachers are encouraged to make use of these materials in the preparation of

instructional materials that they need. To assist the teachers, a training in

instructional materials development can be conducted.

4. Since accountability and continuous improvement are found to be

determinants of organizational culture and organizational climate, teachers and

school heads should continue to demonstrate integrity, transparency, fairness,

and openness in all their actions. This can be done through reflection sessions,

values re-orientation, and others.

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5. Due to the limitations of mass gathering and face-to-face interaction,

virtual seminars or webinars on school-based management, organizational

culture, and organizational climate would be in place.

6. This study could be replicated considering variables not included in

the present research.

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APPENDICES

Appendix A

Request Letter to the Schools Division Superintendent of Nueva Vizcaya

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bambang Campus
Bambang, Nueva Vizcaya
Graduate School

March 06, 2020

RACHEL R. LLANA PhD, CESO VI

OIC-Schools Division Superintendent
SDO, Bayombong, Nueva Vizcaya

Madam:

I am currently undertaking a research entitled “ School Based Management Level

of practice of Southern Public Elementary Schools in Nueva Vizcaya as Predictors of
Organizational Culture and Climate ”.This is in partial fulfillment of the requirements for
the degree of doctor of Education major in Educational Management which I am presently
pursuing at the Nueva Vizcaya State University, Bambang Campus.

Cognizant to this, I humbly request your approval to administer my questionaires to

the school heads and teachers of Southern Public Elementary Schools in Nueva Vizcaya in
order for me to acquire the necessary data needed for the completion of my dissertation. Rest
assured that all facts and data which will be gathered will be treated with utmost
confidentiality.

Your usual support and approval in this endeavor will be highly appreciated and
cherished.

Very truly yours,

(SGD) MARILYN A. SERAPON

Researcher

Noted:

(SGD) ELMA P. APOSTOL Ed.D

Dean, College of Teacher Education
183
 184

Appendix B

Sample Request Letter to the District Supervisors/District-In-Charge

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bambang Campus
Bambang, Nueva Vizcaya
Graduate school

October 16, 2020

ALANO C. MENDOZA
Principal II
District-In-Charge
Bambang I District
Bambang, Nueva Vizcaya

Sir:

Greetings!

I am currently undertaking a research entitled “ School Based Management Level

of practice of Southern Public Elementary Schools in Nueva Vizcaya as Predictors of
Organizational Culture and Climate ”.This is in partial fulfillment of the requirements for
the degree of doctor of Education major in Educational Management which I am presently
pursuing at the Nueva Vizcaya State University, Bambang Campus.

Cognizant to this, I humbly request your approval to administer my questionaires to

the school heads and teachers of Bambang I District, in Southern Nueva Vizcaya as
respondents in order for me to acquire the necessary data needed for the completion of my
dissertation. Rest assured that all facts and data which will be gathered will be treated with
utmost confidentiality.

Your usual support and approval in this endeavor will be highly appreciated and
cherished.

Very truly yours,

(SGD) MARILYN A. SERAPON

Researcher

Noted:
 185

(SGD) ELMA P. APOSTOL Ed.D

Dean, College of Teacher Education
 186

Appendix C

Letter to the Respondents

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bambang Campus
Bambang, Nueva Vizcaya
Graduate School

Dear Respondent,

Greetings!

I am currently undertaking a research entitled “ School Based Management Level

of Practice of Southern Public Elementary Schools in Nueva Vizcaya as Predictors of
rganizational Culture and Climate ”.This is in partial fulfillment of the requirements for
the degree of doctor of Education major in Educational Management which I am presently
pursuing at the Nueva Vizcaya State University, Bambang Campus.

Cognizant to this, I humbly request your assistance by filling- up the attached

questionnaire. Rest assured that all facts and data which will be gathered from you will be
treated with utmost confidentiality.

Your usual support and approval in this endeavor will be highly appreciated and
cherished.

Very truly yours,

(SGD) MARILYN A. SERAPON

Researcher

Noted:

(SGD) ELMA P. APOSTOL Ed.D

Dean, College of Teacher Education
 187

Appendix D

Letter to the Evaluators

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bambang Campus
Bambang, Nueva Vizcaya
February 4, 2020

PURA C. BALANAG
Principal I
Calitlitan Elementary School
Aritao I District, Aritao, Nueva Vizcaya

Madam:

Greetings!

You are highly chosen to be one of the evaluators in the establishment of content
validity of my questionnaire which will be used to gather data for my research entitled “
School- Based Management Level of Practice of Southern Elementary Schools in Nueva
Vizcaya as Predictors of Organizatiooanl Culture and Climate”

Attached to this letter are copies of the research instruments and Content Validity Evaluation
Form (CVEF). Thank you very much for the time you shared in validating my research
instruments.

Thank you very much and God bless!

 188

Very truly yours,

(SGD) MARILYN A. SERAPON

Researcher

Noted:

(SGD) MARY GAY T. AGUILA Ph.D

Adviser

Recommending Approval:

(SGD)LOVELLA G. VELASCO, Ph.D

Associate Dean

Approved:

ELMA P. APOSTOL Ed.D

Dean, College of Teacher Education
 189

MARILYN A. SERAPON
Bone South, Aritao, Nueva Vizcaya
Cp # 09989556225
Email address: [email protected]

PERSONAL DATA:

Date of Birth : May 9, 1966

Age : 56
Place Of Birth : Bone South, Aritao, Nueva Vizcaya
Civil Status : Married
Spouse : Casimiro H. Serapon Jr.
Children : Karla Venica Serapon Ulpindo
Married to : Emerson Ulpindo
Karole Joy S. Libadia
Married to Hubert Israel Libadia
Grandchildren : Khyle Enzo Ulpindo,Kylie Endrea S. Ulpindo
Kaelyn Henzie S. Libadia

EDUCATIONAL BACKGROUND:

 Graduate Studies: Master of Arts in Education

Major in Educational Management

Nueva Vizcaya State University- Bambang

Doctor of Education Major in Educational Management
Finished Academic Requirements

 Tertiary : Bachelor of Elementary Education

Saint Mary’s College
 SDF Scholar
 Entrance Scholar with 98% NCEE rating

 Secondary : Saint Teresita’s Academy

Aritao, Nueva Vizcaya
 4th Honorable Mention
 190

 NCEE Topnotcher- 98%

 Elementary : Bone North Elementary School

Bone North, Aritao, Nueva Vizcaya
 Valedictorian
RELEVANT TEACHING EXPERIENCE:

Principal 2 at ARITAO CENTRAL SCHOOL Aug. 2022-Present

Natatanging Guro Parangal Municipal Teacher’s Day oct.7, 2022
Instabright Outstanding School Leader of the Year May 7, 2022
New Normal Hometown Hero Award 2022
Caused the repair of the School’s Perimeter Fence

Principal 2- at BONE NORTH INTEGRATED SCHOOL 2018-

2022
. Division Outstanding Principal 2 2019
. Municipal Level Outstanding Principal 2 2019
. Awarded regional Level SBM Level 3- 2021
. Caused the repair of the GABALDON building 6.5 million February
2021
.Caused the titling of Lot February 5, 2021
. Caused the repair of all Building of the school worth 5.9 m
February 2021
. School with a Deped National TV Broadcaster 2021
. Awardee of SWMP, Best Implementer- 2021
Division Best Performing School and School Head 2022

Principal 2- At BONE SOUTH ELEMENTARY SCHOOL MAIN

and ANNEX 2014-2018

 PASBE- SBM Awardee of SBM- PASBE Validation and Assessment for

passing with high percentage
 Outstanding Science Coordinator
 Awardee of SWMP, Best Implementer – 4th Placer Provincial level Bone
South ES
 Caused the construction of the Covered Court Phase I to III worth 1.5 Million
at Bone South ES
 Caused the repair of Building worth ₱ 1 million
 Caused the Titling of the School site and given certificate of recognition
 191

Principal 1 at BONE SOUTH ELEMENTARY SCHOOL MAIN-

2011-2014

 Opened a New School at Purok 7, Bone South, Aritao, Nueva Vizcaya and
was awarded with certificate of recognition for innovative work
 Caused the repair and construction of School’s Stage and cementing of the
school Playground
 Actively participated in the Community Activities and acted as chairman
during fiestas

HEAD TEACHER III- NAGCUARTELAN ELEMENTARY

SCHOOL 2009 to 2011

 Awarded as most outstanding Head Teacher III at Aritao District

 Produced a pupil who was the champion in the Hamon sa Katalinuhan
 Caused the titling of the school and given a certificate of recognition for
innovative work
 Caused the improvement of the school’s frontage through rip-rap worth ₱
500,000.00 and the procurement of the School’s Water System
 Initiated the organization of School’s Drum and Lyre and won in the
Municipal Competitions
 Topnotcher in National Achievement Test in Grade 6 for 3 years

MASTER TEACHER 1 BONE NORTH ELEMENTARY SCHOOL

2006 to 2009

 Trainor of the Science Quiz- 1st Placer Regional Level

 Trainor of Nutri-Quiz and Champion for 3 years and awarded as hall famer
 Passed the Qualifying Exam for Principalship with high Percentage
 Caused the construction of a comfort room and improvement of the
classrooms
 Most Outstanding Teacher I

TEACHER III 2004 to 2016 Bone North Elementary School

 Most Outstanding Teacher III

 Bookeeper of the Aritao District Teacher Association
 192

 Awarded with certificate of Recognition for making the innovations in the

recording and good management of the School Canteen
 Outstanding Science Teacher
 Enhanced student interest for learning science , Math, English and Sibika
through cooperative learning and other teaching strategies
 Trained students for the different competitions in the district, division and
regional level

TEACHER II - 1999 to 2004 Bone North Elementary School

 Most Outstanding Teacher II
 Trainor of the Division level Science Quiz which was given 2 sets of
Encyclopedia as award
 Trainor of champion in the hamon sa katalinuha

TEACHER I - 1987 to 1999 – Canabuan Elementary School and Sta.

Clara Elementary School

 Most Outstanding Teacher I

 Outstanding Science Teacher
 Outstanding Bookeeper of ADTERA
 Prepared Workbooks for Students
 Worked with parents, guardians, other teachers and community for the total
development of the child

SPEAKERSHIP/ RECOGNITIONS

 DEMONSTRATOR PROJECT WE-ENLIST 2023

 SPEAKER ON INCLUSIVE EDUCATION FOR PUBLIC AND
PRIVATE SCHOOLS 2022
 FACILITATOR/TRAINER-YES-O-CAMP 2018
 CHAIRMAN PLANNING COMMITTEE – RPMS SEMINAR 2015
 SPEAKER –MIDSEM INSET FOR TEACHERS 2012 TO 2015
 FACILITATOR/ SPEAKER – ENGLISH PRESSCON DECEMBER
2014
 CHAIRMAN PLANNING COMMITTEE – SREYA SEMINAR –
MARCH 2013
 193

 RESOURCE SPEAKER – DAILY LESSON LOG FOR TEACHERS

 MTAP RESOURCE SPEAKER - 2010 to 2015
 COMPOSED THE BONE SOUTH ELEMTARY SCHOOL HYMN –
2014
 OPENED BONE SOUTH – ANNEX AT PUROK 07, BONE SOUTH,
ARITAO, NUEVA VIZCAYA - 2012

MERITS OF AWARDS/ RECOGNITIONS

 Outstanding District Science Coordinator 2015

 School Based Management Philippine Accreditation System for Basic
Education (SBM-PASBE) Awardee garnering high percentage – Sept. 2015
 Certificate of Recognition for Science Essay Contest Regional Level – 3rd
Place Oct. 2015
 Best SWMP Implementer 2015
 Gold Anahaw Awardee – Girl Scouts of the Philippines
 Certificate of Recognition for the titling of School site from DENR Nov.
2015
 Most Outstanding Science Investigator Consultant – Regional Level 2012
 Outstanding Principal 2 SIKAT AWARDEE Division Level 2019
 Municipal Outstanding Principal 2 2019
 Boy Scouts National Level Bronze Awardee 2020
 GSP National Jade on Gold Awardee 2021
 New Normal Hometown Hero Awardee 2022
 Insta Bright International Awardee- Outstanding School Leader 2022
 Natatanging Guro Awardee Municipal Level 2022

I hereby declare that all information given in my application is to

the best of my knowledge and belief, true and correct.

SGD. MARILYN ABRIN SERAPON