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Organizational Climate in Public Schools of Sibulan: a Basis for School Climate Creativity and Innovation

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Organizational Climate in Public Schools of Sibulan: a Basis for School Climate Creativity and Innovation International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 22 Organizational Climate in Public Schools of Sibulan: A Basis for School Climate Creativity and Innovation Title Page A Dissertation Presented To The Faculty of the Graduate School Foundation University Dumaguete City IJOART In Partial Fulfillment of the Requirements for the Degree Doctor of Education By MACRINA K. VILLALUZ March, 2018 IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 23 Abstract This study aimed to assess the organizational climate in public schools using Ekvall’s nine climate dimensions with demographic profiles of school heads and teachers, and the relationship among the variables in the public schools in Sibulan District. The respondents of this study were 31 school heads and 257 teachers in the public elementary and secondary schools of Sibulan district. The study is descriptive and correlational in nature. It utilized percentage, mean, weighted mean and Spearman Rank Correlation in assessing the data collected through survey with the Modified Organizational Climate Questionnaire (MOCQ) as the data gathering instrument. The findings revealed that most of the nine climate dimensions were perceived by the respondents as high as manifested, practiced, and observed by them. The data also indicated that there is a significant difference between the perceptions of the school heads and teachers on the schools climate dimensions in terms of IJOARTidea support. The position of the teachers was significantly and inversely related to the nine climate dimensions such as challenge, freedom, idea time, idea support, trust and openness, playfulness and humor, conflicts, debates, and risk- taking. The educational attainment of the school heads were significantly and inversely related to their perception in terms of trust and openness. Keywords: School Climate, leadership, organizational climate IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 24 Table of Contents Title Page No. Title Page i Abstract ii Table of Contents iii List of Tables v List of Figures vi i Acknowledgements vii i Chapter I: The Problem and its Scope Introduction 1 Theoretical Background of the Study 3 Review of Related Literature and Studies 9 Conceptual Framework of the Study 1 7 The ProblemIJOART Statement of the Problem 19 Significance of the Study 2 1 Scope and Limitations of the Study 2 2 Research Methodology Research Design 2 4 Research Environment 2 4 Research Respondents 2 4 Research Instrument 2 6 Research Procedure 2 6 IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 25 Statistical Treatment of Data 2 7 Operational Definition of Terms 29 Chapter II: Presentation, Analysis, and Interpretation of Data 30 Chapter III: Summary of Findings, Conclusion, and Restatement of the Problem Restatement of the Problem 52 Summary of Findings 53 Conclusions 5 7 Recommendations 5 8 References 60 Appendices A. Certification of Proofreading and Validation 6 7 B. Letter for the Schools Division Superintendent 68 C. TransmittalIJOART Letter 69 D. 1st Indorsement 70 E. Questionnaire 71 F. Curriculum Vitae 75 IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 26 List of Tables Table No. Title Page No. 1 Level of Perception of the School Heads and Teachers on School ………………………………………….. 30 Climate in Terms of Challenge 2 Level of Perception of the School Heads and Teachers on School …………………………………………. 3 2 Climate in Terms of Freedom 3 Level of Perception of the School Heads and Teachers on School ………………………………………….. 3 3 Climate in Terms of Idea Time 4 Level of Perception of the School …………………………………………… Heads and Teachers on School 35 Climate in Terms of Idea Support 5 Level of Perception of the School Heads and Teachers on School Climate …………………………………….. 3 7 in Terms of Trust and Openness 6 Level of Perception of the School Heads and Teachers on School Climate in ………………………………………. 3 8 Terms of Playfulness and Humor IJOART 7 Level of Perception of the School Heads and Teachers on School ………………………………………….. 40 Climate in Terms of Conflicts 8 Level of Perception of the School Heads and Teachers on School ………………………………………….. 41 Climate in Terms of Debates 9 Level of Perception of the School Heads and Teachers on School Climate in …………………………………… 42 Terms of Risk-taking 10 Summary Table of the Level of Perception of the School Heads and Teachers on Nine…………………………….. 4 4 School Climate Dimensions 11 Difference between the School 46 Heads’ and Teachers’ Perception ………………………………………….. of the Schools Climate IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 27 12 Relationship between the Teachers’ Profile and Their Perception of the ………………………………………….. 4 8 Schools Climate 13 Relationship between the following School Heads’ Profile and Their ………………………………………….. 49 Perception of the Schools Climate IJOART IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 28 List of Figures Figure No. Page Figure 1. Diagram of the Theoretical Background of the Study 8 Figure 2. Diagram of the Conceptual Framework of the Study 1 8 IJOART IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 29 1 Chapter I Chapter I: The Problem and Its Scope The Problem and Its Scope Introduction The Department of Education mission is deeply concerned to the conducive learning environment for the students to learn in a child-friendly, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner, while administrators ensure an enabling and supportive environment for effective learning to happen (Department of Education, 2017). This refers to the school that is considered as the second home for the learners. Thus, according to Cardenas and Cerado (2016), the school should be made comfortable, pleasant and safe wherein the people involved contribute to the learning environment and school climate. School Climate can be a positive aspect in the lives of educators or a substantialIJOART obstruction to learning. School climate governs the lives of students and the school teachers and has an impact on the academic attainment of children in school everywhere. It can be distinct as the subversive stream of norms, values, beliefs, traditions, and rituals that have assembled over time as people work together, solve problems and challenge trials. Currently, there are some schools that are joyous places to be in while others are gloomy places. In some schools, the atmosphere is warm while others are cool that pervade the entire school. Besides, there are also schools that are bustling and efficient others are easy-going or quite humane. It shows that there is a need to assess the school climate. Despite the availability of a number of studies on organizational climate it has not yet been IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 30 studied in the public elementary and secondary schools of Sibulan. This exploratory study is an attempt to fill this gap. This is a very interesting topic which prompted the researcher to come up a study about organizational climate in public schools in Sibulan I and II Districts. The structure may be described as permissive and expressive of the feeling of togetherness, which encourages the members to work well together without grumbling or arguing. On the other hand, the climate may be such that the social needs of members are not satisfied, or the organization may demand for achievement. In other words, an organization has its own climate that distinguishes it from other organization. In Republic Act 9155 (2001), also known as the Governance of Basic Education Act of 2001, Chapter 1, section 7, - Powers, Duties and Functions, in School level, as stated: “…theIJOART school heads shall have authority, accountability and responsibility for creating an environment within the school that is conducive to teaching and learning (R. A. 9155, 2001).” Organizational climate is a key influence in the existence of education which then imparts, acquires, and nurtures schools professionally. As an outcome of the investigation, principal’s transformational leadership, directly or indirectly, affects the school health (Korkmaz, 2007). Enthusiastic administrators who are laboring toward better-quality school climate are constructing mindful effort to improve and develop the culture and conditions in the school so that teachers can impart well and students can study more. However, insouciant school administrators produce less effort to make the school succeed and most likely develop a complacent and IJOART Copyright © 2019 SciResPub. International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 31 procrastinate atmosphere among the teachers and pupils. Organizational school climate greatly affects the success of the school (Dorathi, 2011 cited in Duff,
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