Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction “Asking about culture is somewhat like asking a fish to describe the water it swims in. The heart of culture is made up of invisible, internal parts like values and passion and clarity, and the external part of culture is created through observable behaviors— words and actions.” – Steven Kowalski Every organization has its existing culture which makes it unique from other organizations. An individual, who becomes a new member of an organization, must know the ways of how work gets done and how employees appropriately behave within the workplace. New employees, then, quickly learn how their own patterns of behavior fit with the characteristics and practices of the organization. Organizational culture, therefore, refers to the values, beliefs and attitude shared by its members that form the identity of an organization, such as school (Schein, 2004). 1
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The school, as an organization, is absolutely beneficial for the welfare of the society. It provides education to guide students in learning, in molding their behavior, and in directing them toward their eventual role in society. Hence, organizational culture plays an important role in education setting as it gives shape and directives to the school administration through its vision, mission and values (Baker, 2002). The school’s organizational culture starts from the founder’s values, beliefs and behavior. The founder or the administrator builds the school’s vision which stands for the core values and purposes of its operation. Thus, everyone should know why they are there, what they are supposed to do and implement as a teacher that will improve their teaching performance, which in turn, contributes to the growth and development of the school. Its culture may be observed in their activities – what they do and say, what they avoid and how they make artifacts (McShane, 2002). A successful organization has clear objectives; thus, collaborative members pursue goals and objectives that can be achieved efficiently and effectively. Everyone needs to work together, respecting each other and being able to communicate openly and honestly (Labial, 2005). As Dee Hock, the founder and former CEO of the association said, “an organization, no matter how well designed, is only as good as the people who live and work in it.” Therefore, the members of the school should work together and reinforce their shared values, beliefs and attitude towards the attainment of the school’s mission, vision and core values. 2
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Background of the Study Beginning in the late 1970s, organizational scholars realized that culture, as the key to understanding an organization, played a large part in organization theory (Hodge & Anthony, 1988). Due to the increasing global competition in business, notably Japan, the concept of organizational culture received attention in the 1980’s. It was motivated by four books. These books had suggested that organizational culture is the key to organizational performance and that corporate culture could be managed to improve a company’s competitive advantage. They had provided answers to American business leaders to help them remain successful in the face of increasing Japanese competition (Brown, 2004). Research in organization originally focused strongly on organizational climate. But climate is only a surface manifestation of culture, and thus research on climate has not explained the deeper causal aspects of how organizations function. This resulted to the concept of organizational culture replacing organizational climate in the 1980’s. According to Lim (2000), organizational culture is composed of the deep-rooted beliefs, values, and assumptions widely shared by members and powerfully shape the identity and behavioral norms for the group. It was suggested that if managers would pay more attention to an organization’s ideals, norms, and values, as well as heed the symbolic aspects of management, they would discover powerful tools for enhancing organizational effectiveness (Barley, 1988). 3
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School One of the main reasons for the popular interest in the study of organizational culture is to determine the linkage between it and organizational performance (Berrio, 2003). It has also been observed that an organization’s success can be attributed to its culture. Thus, organizational culture is given more prominence and emphasis. It is also said to be responsible for all manner of organizational ills that creates positive qualities (Baker, 2002; Shani and Lau, 2005). According to Schein (1992), “organizational culture is the key to organizational excellence... and the function of leadership is the creation and management of culture”. This study on organizational culture would allow people in organizations, especially the school administrators and the teachers, to solve problems together and improve organizational performance. Therefore, the purpose of this study was to determine whether the respondents’ perception on their organizational culture affects their performance. Theoretical Framework The organizational culture in this study was based on the ten characteristics of Stephen P. Robbins (1992), an organizational behavior researcher, which exist in continuum: (1) Direction: the degree to which the organization creates clear objectives and performance expectations, (2) Integration: the degree to which units in the 4
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School organization are encouraged to operate in a coordinated manner, (3) Management Support: the degree to which managers in the organization provide clear communication, assistance and support to their subordinates, (4) Control: the number of rules and regulations and the amount of direct supervision that is used to oversee and control employee behavior, (5) Reward System: the degree to which reward allocations are based on employee performance criterion in contrast to seniority, favoritism and so on, (6) Communication Pattern: the degree to which organization communications are restricted to the formal hierarchy of authority, (7) Individual Initiative: the degree of responsibility, freedom, and independence that individuals have, (8) Risk Tolerance: the degree to which the employees are encouraged to be aggressive, innovative and risk seeking, (9) Identity: the degree to which members identify with the organization as a whole rather than with their particular work group or field of professional expertise, (10) Conflict Tolerance: the degree to which employees are encouraged to air conflicts and criticisms openly. The teachers’ performance in this study was based on Competency-Based Performance Appraisal System for Teachers (CB-PAST). The CB-PAST adheres to two main standards which are: (1) the National Competency-Based Teachers Standards and (2) the job-embedded requirements of the teachers in their duties and responsibilities. The CB-PAST promotes and encourages teacher personal growth and professional development. The required teacher competencies as determined through Teacher Strengths and Needs Assessment (TSNA) and their utilization in the teacher’s Individual 5
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Plan for Professional Development (IPPD) are significant considerations of the appraisal system. According to DepEd Order No. 32, s.2009, the National Competency Based Teacher Standards (NCBTS) follows the implementing rules and regulations of Republic Act No. 9155 and the operationalization of Key Reform Thrusts 2 (KRT2) of the Basic Education Sector Reform Agenda (BESRA). It is one of the key elements of the Teacher Education Development Program (TEDP), a master plan for Teacher Education. Teacher Education Development Program (TEDP) was conceived to bridge the growing gap between the needs and expectations of learners, and the knowledge and skill levels of both new and existing teachers. It is the articulation of a singular competency- based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development (DepEd Memorandum No. 152, s. 2005). The NCBTS was developed and validated through the Australian Agency for International Development (AusAID)-funded Project Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas (STRIVE). This initiative was undertaken in coordination with the Educational Development Project Implementing Task Force (EDPITAF) and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar, and further validated by the Teacher Education 6
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Development Program-Technical Working Group (TEDP-TWG) at the national level (NCBTS Guide, 2006). The seven domains of the NCBTS are adopted as the Teacher Performance Standards which are: (1) Diversity of Learners: requires a teacher to identify and address the needs of the various types of learners by demonstrating respect for individual differences, culture, backgrounds and learning styles, (2) Curriculum Content and Pedagogy: requires a teacher to promote learning by using accurate content knowledge in addressing academic needs of learners through the use of appropriate instructional strategies, technologies and resources, (3) Planning, Assessing & Reporting: requires a teacher to plan, gather, analyze and use data to measure learning progress, guide instruction and provide timely feedback, (4) Learning Environment: requires a teacher to create and maintain a safe learning environment, which is conducive to learning and encourages, fairness, respect and enthusiasm among others, (5) School, Home and Community Linkages: requires a teacher to link with the home and community as a laboratory for teaching and learning, (6) Social Regard for Learning: requires a teacher to act as a role model of students to value learning, (7) Personal Growth and Professional Development: requires a teacher to maintain behavior consistent with legal, ethical and professional standards and to engage in continuous professional development. 7
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Conceptual Framework Independent Variable Dependent Variable ❖ Organizational Culture, in ❖ Teachers’ Performance, based on: terms of: ▪ Direction ▪ Competency-Based ▪ Integration Performance Appraisal ▪ Management Support System for Teachers ▪ Control (CB-PAST) rating ▪ Reward System during the school year 2013- ▪ Communication Pattern 2014 ▪ Individual Initiative ▪ Risk Tolerance ▪ Identity ▪ Conflict Tolerance Figure 1. Conceptual Framework Diagram Figure 1 displays the conceptual framework of the organizational culture and its relationship to teachers’ performance. In this study, the independent variable considered was the organizational culture in terms of direction, integration, management support, control, reward system, communication patterns, individual initiative, risk tolerance, identity, and conflict tolerance. 8
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The dependent variable assumed to be affected by the independent variable was the teachers’ performance based on Competency-Based Performance Appraisal System for Teachers (CB-PAST) Rating. Statement of the Problem This study attempted to determine the organizational culture and its relationship to teachers’ performance in Pacita Complex National High School (PCNHS) for the school year 2013 to 2014. Specifically, this study answered the following research questions: 1. How do the respondents perceive their organizational culture of PCNHS, in terms of: 1.1. Direction; 1.2. Integration; 1.3. Management support; 1.4. Control; 1.5. Reward system; 1.6. Communication patterns; 1.7. Individual initiative; 1.8. Risk tolerance; 9
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School 1.9. Identity; and 1.10. Conflict tolerance? 2. What is the level of teachers’ performance based on the CB-PAST rating in PCNHS during the first semester of school year 2013-2014? 3. Is there significant relationship between the teachers’ performance and their organizational culture, in terms of: 3.1. Direction; 3.2. Integration; 3.3. Management support; 3.4. Control; 3.5. Reward system; 3.6. Communication patterns; 3.7. Individual initiative; 3.8. Risk tolerance; 3.9. Identity; and 3.10. Conflict tolerance? 10
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Hypothesis The hypothesis of the study on the organizational culture and its relationship to teachers’ performance was the following: HO: There is no significant relationship between the teachers’ performance and their organizational culture, in terms of: 1.1. Direction; 1.2. Integration; 1.3. Management support; 1.4. Control; 1.5. Reward system; 1.6. Communication patterns; 1.7. Individual initiative; 1.8. Risk tolerance; 1.9. Identity; and 1.10. Conflict tolerance 11
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Scope and Delimitation This study was conducted in Pacita Complex National High School to determine its organizational culture in relation to their performance. The respondents of this study were the 93 teachers of the teaching staff. The organizational culture was delimited in terms of direction, integration, management support, control, reward system, communication patterns, individual initiative, risk tolerance, identity, and conflict tolerance. On the other hand, their performance was based on their CB-PAST ratings for the school year 2013-2014. Significance of the Study This study provided clear insights on the relationship between organizational culture and teachers’ performance. The findings of the study were deemed important for the following: School Administrators. The findings of the study will provide information on how to improve their administrative practices and strengthen their organizational culture towards the attainment of the school’s goals and objectives. 12
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The Teachers. Results of this study will provide information on the teachers on the need to improve and update their knowledge. It will be relevant in helping the teachers realize their role in the institution, thus aligning themselves to the vision, mission and goals of the institution. Pacita Complex National High School. The findings of the study will provide information on how the performance of the teacher may be affected by the culture of the organization. This will also be very useful in upgrading the school’s internal environment. The Future Researchers. This study may serve as a reference material in conducting a research with the same subject but with different locale and respondents. Definition of Terms The following terms used in this study are defined as follows: Competency-Based Performance Appraisal System for Teachers (CB-PAST) is a comprehensive appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155 (DepEd BESRA TED-TWG). 13
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Organizational Culture refers to a system of shared values, beliefs and norms that influence the way employees think, feel, and behave in the workplace. The characteristics of organizational culture are direction, integration, management support, control, reward system, communication patterns, individual initiative, risk tolerance, identity, and conflict tolerance (Robbins, 1992). Teacher’s Performance refers to an act of doing the duties of a teacher that is measured through the Competency-Based Performance Appraisal System for Teachers (DepEd, 2009). 14
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES There have been numerous studies conducted relating to organizational culture. This chapter consists of the review of related literature, foreign and local studies. Related Literature Organizational Culture Culture is one of those terms that are difficult to express distinctly, but everyone knows it when they see it. “Culture”, according to Brown (2004), describes a wide range of influences on how people behave in organizations, communities and even nations. People in a particular culture may or may not be conscious of its influence. They do what they do and say what they say because that is “the way things are commonly done or said”. Schein (2004), on the other hand, defines culture as “a pattern of shared basic assumptions that a group has learned as it solved its problems of external adaptation and internal integration that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems”. Wagner (2005), however, contends that culture is “an informal, shared 15
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School way of perceiving life and membership in the organization that binds members together and influences what they think about themselves and their work”. Therefore, organizational culture refers to a system of shared values, beliefs and norms that influence the way employees think, feel, and behave in the workplace (Robbins, 2005). A term often interchangeably used in organizational culture is organizational climate. Climate refers to the atmosphere or environment of a workplace experienced by organizational members (Tagiuri, 1968) while culture refers to the commonly held values and beliefs that exist in an organization. According to Robbins (2005), organizational climate refers to the shared perceptions organizational members have about their organization and work environment. This aspect of culture is like team spirit at the organizational level. Organizational culture has three main functions: (1) it is a deeply embedded form of social control; (2) it is also the “social glue” that bonds people together and makes them feel part of the organizational experience; and (3) corporate culture helps employees make sense of the workplace (McShane, 2000). Martins and Terblanche (2003), on the other hand, argues that functions of organizational culture can be examined in two dimensions such as an internal integration and a coordination mediator in the organization. In terms of internal integration, organizational culture serves to help newcomers socialize, to determine organizational boundaries, and to create an organizational identity and commitment for employees 16
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School working in the organization. On the other hand, organizational culture, in terms of organizational coordination, creates reasonable behavior patterns that hold employees together, and forms a social system in an organization. The concept of culture, according to Stephan and Stolp (1994), came to education from corporate workplace with the notion that it would provide direction for a more efficient and stable learning environment. In the early years of a new school, dominant values emanate from its “founders”. Deal and Peterson (1990) noted that the definition of school culture includes “deep patterns of values, beliefs, and traditions that have been formed over the course of the school’s history”. Moreover, they say that culture influences everything that goes on in a school; how staff dress, what they talk about, their willingness to change the practice of instruction and the emphasis given to student and faculty learning. Studies indicate that organizational culture interacts with organizational characteristics like vision and mission statement, organizational environment, instruments to achieve organizational objectives, organizational images, management and leadership styles and interpersonal relationships in organizations (Martins & Terblanche, 2003). Segudo (1997) stressed that the character of school principals and teachers who work in the school determines the quality of the school. The principal should strongly motivate his teachers. He should be able to detect his teachers’ efficiency because they will work to the best of their ability and manifest their interest to provide the best 17
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School educational situation for students. Together, they will work hand in hand towards the attainment of the significant goals of education. Goldring (2002) has suggested six key traits of school culture which are: (1) shared vision, (2) traditions, (3) collaboration, (4) shared decision-making, (5) innovation, and (6) communication. Sapungan (2013) conducted a descriptive-correlational study that examined the status and the recent performance of Philippine International Schools in Jeddah, Kingdom of Saudi Arabia, and identified Organizational Development (OD) Interventions applicable to sustain the quality of education among the six existing Philippine schools in Jeddah that endeavor to give the children of the Filipino Overseas Workers and other nationals the best education. Based on the findings, the presence and essence of vision, mission and goals is very important in the performance and effectiveness of the school. It is, therefore, proper that the school management should form a special team who will formulate the school’s vision; mission and goals based on principles, culture, best practices and scanned needs of the school. Deal and Peterson (1998) have also worked out some specific ways through which school leaders shape culture: (a) they communicate core values in what they say and do, (b) they honor and recognize those who have worked to serve students and the purpose of the school, (c) they observe rituals and traditions to support the school’s heart and soul, (d) they recognize heroes and heroines and the work these exemplars 18
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School accomplish, (e) they eloquently speak of the deeper mission of the school, (f) they celebrate the accomplishment of the staff, the students and the community, and (g) they preserve the focus on students by recounting stories of success and achievement. As Keith Rippy said, “the top leadership in a company has to live the mission, live the values, and live the vision of the organization every single day—verbally and nonverbally through effective use of symbols, words, and behaviors.” In short, “the role of school leaders in the crafting of cultures is pervasive,” (Deal and Peterson, 1994). Their words, their non-verbal messages, their actions and their accomplishments all shape culture. Thus, without the attention of school leaders, school cultures can become toxic and unproductive. When a strong, positive culture exists in a school, members of the organization feel a responsibility to protect that culture. It is now widely believed that if you want to improve schools, you have to change their cultures and structures through the exercise of certain kinds of leadership (Brown, 2004). Levels of Organizational Culture. Edgar Schein (1992) described three levels of culture. The levels are: (1) Artifacts which are symbols of culture in the physical and social work environment. These provide visible facts such as symbols, myths, ceremonies and rites, and stories. It include the facilities, offices, furnishings, visible awards and recognition, the way that its members dress, how each person visibly interacts with each other and with organizational outsiders, and even company slogans, mission statements and other operational creeds; (2) Espoused values which address formal statements, strategies, goals and philosophies of the organization. Shared values are 19
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School individuals’ preferences regarding certain aspects of the organization’s culture (e.g. loyalty, customer service). Examples of core values are commitment to the school, commitment to teaching, cooperation and teamwork, trust and group loyalty, egalitarianism, serve your students, and high academic achievement; (3) Basic assumptions which are shared underlying tacit assumptions that include ultimate values of beliefs, perceptions, thoughts and feelings that guide behavior and tell members of an organization how to perceive and think about thing. Additionally, these are the elements of culture which are often taboo to discuss inside the organization. Examples of tacit assumptions are truth ultimately comes from teachers themselves, teachers are capable of making decisions in the best interests of students, truth is determined through debate, which often produces conflict and the testing of ideas in an open forum, and teachers are family; they accept, respect, and take care of each other. Norms are standard pattern of behavior that is considered normal in a society. Examples of norms are: (a) never criticize colleagues in public, (b) support your colleagues, (c) handle your own discipline problems, (d) be available for your students after school, (e) support the principal, (f) get to school early in the morning, and (g) be in the hall by your room as classes change. Organizational Socialization. Organizational practices are learned through socialization at the workplace. It is defined as “the process by which a person learns the values, norms, and required behaviors which permit him to participate as a member of the organization. The socialization process centers on the transmission of the organization’s 20
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School core values to newcomers. Newcomers are exposed to these values through interaction with and observation of role models, through training, and through the rewarding and punishing of specific behaviors (Feldman, 1981). Organizational behavior researcher Daniel Feldman (1981) has proposed a three- phase model of organizational socialization that promotes deeper understanding of this important process. The three phases are (1) anticipatory socialization, (2) encounter, and (3) change and acquisition. Anticipatory socialization occurs before an individual actually joins an organization. Encounter phase begins when the employment contract has been signed. During this phase, employees come to learn what the organization is really like. Lastly, change and acquisition phase requires employees to master important tasks and roles and to adjust to their work group’s values and norms. Successful socialization of newcomers typically results in good performance, high job satisfaction, and the intention to stay with the organization (Fandt, 1994). Teachers’ Performance Teacher’s performance refers to an act of doing or carrying out the duties of a teacher. It can be measured using the result of performance appraisal system. As defined by Wikipedia (2013), performance appraisal system is a method by which the job performance of an employee is evaluated towards the objectives of the organization. It is used to recognize achievement, to evaluate job progress, and then to design training for 21
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School the further development of skills and strengths. On the other hand, DepEd (2009) defined it as “a process by which managers examine and compare teacher accomplishment with standards, documents and uses the results to provide feedback and show where improvements are needed. The results may be used for professional development, incentives, rewards, and promotion”. The Department of Education have created Basic Education Sector Reform Agenda (BESRA) as a policy reform to improve the education effort already started. One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework that identifies the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out the satisfactory performance of their roles and responsibilities (DepEd, 2009). CB-PAST, according to DepEd, is a comprehensive appraisal system which addresses one of the mandates of the Department as embodied in the RA-9155. The primary purposes of the CB-PAST are: (1) to ensure support for the continuous professional growth of teachers, and (2) to recognize the quality of teacher’s accomplishments over a period of time for maintaining the high standard of work and properly rewarding excellent performance in terms of incentives, awards and promotion (CB-PAST Revised Primer by DepED BESRA TED-TWG, 2009). 22
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The Teacher Performance Appraisal combines the different elements into three broad components as (1) Instructional Competence, (2) School, Home and Community Linkages, and (3) Personal and Professional Development. All of these elements are assumed to be operating in the context of a supportive teaching-learning environment that provides equal opportunities for learning to all. It is indicated in the CB-PAST Manual that CB-PAST is accompanied by several tools and instruments. The two major tools are CB-PAST Form 1 for Teachers and CB- PAST Form 2 for Master Teachers. The CB-PAST Form 3 for the Formative Appraisal will also be used for both teachers and master teacher in Instructional Supervision. CB- PAST Form 1 for Teachers is a self-rating form to be accomplished first by the teachers and validated by the school head and/or instructional leaders like education supervisors, district supervisors, department chairs and master teachers for the formative appraisal. The CB-PAST Form 2 for Master Teachers is composed of 67 performance indicators which include technical assistance requirements for the Master Teachers. During the formative appraisal, the teacher shall accomplish only Part I of the CB-PAST Form I. The same part of the Form I shall be used by instructional leaders to validate the self- rating of the teacher and provide instructional support (CB-PAST Revised Primer by DepED BESRA TED-TWG, 2009). In addition, the Code of Ethics for Professional Teachers, Article IV, Section 2 states that teachers must be competent and efficient: 23
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School “Every teacher shall uphold the highest possible standards of quality education, shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.” Moreover, Article IV, Section 3 of the Code of Ethics for Professional Teachers states that: “A teacher shall ensure that conditions contributive to the maximum development of learners are adequate and shall extend assistance in preventing or solving learners’ problems and difficulties.” In short, a teacher is expected to be efficient and competent in the performance of his academic duties at all times. Organizational Culture and Performance Culture is clearly an important ingredient of effective organizational performance (Hanna, 1988). It has been observed by experts on organizational management that the true test of an organization is the spirit of performance. Thus, job performance is directly influenced by culture. 24
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Newstrom and Davis (1993) said that some research indicates that there is a positive relationship between certain organization’s culture and performance. An organization’s culture is considered positive when it contributes to effective performance and productivity (Lussier, 1990). However, the effect of organizational culture on employee behavior is difficult to establish. Results of some studies said that within the age of 24 to 65 years old, majority have developed a reasonable degree of competence in the performance of duties and responsibilities (Jaravata, 1996). A study made by Simpron (1996) about organizational culture and performance indicates that the goal setting process which directs and guides teachers’ work behavior has a significant effect on the improvement of the school’s physical facilities, procurement of instructional materials, training opportunities and improvement in instruction, affect the performance of the pupils; having a school’s identity that is characterized by competence and commitment to providing quality education; dedication to work among teachers, and being an institution aiming for accomplishments and achievements also contribute to improved academic performance, and finally communication patterns on work-related information that are characterized by openness, free flow of information and proper feed backing mechanisms contribute positively to pupil’s performance. 25
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Related Studies Foreign Studies The relationship between organizational culture and performance in Estonian schools with regard to their size and location was conducted by Anne Aidla and Maaja Vadi in 2006. The results showed that in Estonian secondary schools organizational culture and performance are related, depending on the location and size of a particular school. In secondary schools whose personnel, for example, feels that people are proud of their organization, the employees are rewarded for their good work, positive changes take place constantly, the well-being of organizational members is important, etc., the performance is higher and vice versa. The correlation between relationship orientation and performance is also significant, and therefore in schools where the employees perceive that all important matters are discussed with others, people help each other with job-related problems, in tough situations there is a strong feeling of togetherness, etc., the performance is higher and vice versa. In a larger school it is difficult for people to effectively communicate with one another and regard all individuals but when they succeed, then it can give an advantage in performance issues. In smaller schools and schools in rural municipalities or small towns, no significant relationship between organizational culture orientations and performance was found. This implies that in these secondary schools the average results of the national examinations do not depend on the organizational culture estimations of school members. In smaller schools and in rural municipality or small town schools the organizational culture can be very strong and 26
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School supportive of performance, but there are other factors that influence the performance more. Heidi K. Mertzig in 2008 conducted a study on the organizational culture and climate at Northern Wisconsin Elementary School. The objective of this research is to identify the variability of organizational culture and the levels of satisfaction of both teachers and parents. This survey can be used by the administration of the elementary school in future evaluations of the school's culture and climate. From the research, a conclusion was made that both teachers and parents perceive the organizational culture and climate of the elementary school to be relatively positive and both teachers and parents are relatively satisfied with the school. The findings showed that the school has a team environment with open communication, where everyone feels safe and comfortable. The elementary school can use this information as a baseline for future staff and parent assessments. A study on teachers’ perception of organizational culture and organizational commitment in Turkish primary schools was conducted by Refik Balay and Cemalettin Ipek in 2010. The results revealed that primary school teachers’ perceptions of organizational culture and organizational commitment vary due to their gender, teaching levels, marital status, and experience. In terms of gender, female teachers perceived more power and supportive culture in their schools. First level teachers expressed more achievement culture and more commitment at identification level than second level teachers. Also, married teachers revealed more achievement and supportive culture and 27
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School more organizational commitment at identification and internalization levels. Other findings of the study indicated that although more experienced teachers perceived more cultural orientation in all cultural dimensions and more committed to their schools at identification and internalization levels, the less experienced teachers indicated more commitment at compliance level. Finally, as commitment based on compliance positively correlated power and role cultures, and negatively correlated achievement and support culture; commitments based on identification and internalization positively related with achievement and support cultures. In 2011, the effect of organizational culture on job satisfaction level of teachers of public and private sector higher education institutes and universities of Lahore was conducted by Pirzada, Muhammad Ilyas, and Zahra Amjad. Empirical findings showed that organizational culture is categorized into two components i.e. organizational culture related to managers and leaders (OCM) and organizational culture related to employees (OCE). In this study, effect of both kinds of culture on job satisfaction is positive and significant. Yet, organizational culture related to employees plays stronger role in creating job satisfaction of teachers of higher education institutes and universities than organizational culture related to managers and leaders. It was recommended that policy makers should create supportive organizational culture in higher education institutes and universities in order to raise the job satisfaction level of teachers of these institutes. Policy makers should also focus on organizational culture related to employees and exercise such policies which may raise the level of cooperation, mutual trust, respect of opinions and thoughts of colleagues, and open mindedness to seek and accept feedback 28
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School among teachers of their institutes. Role of managers and leaders to facilitate the teachers of their institutes should also be supportive and they should encourage the teachers to take initiatives and calculated risks and the organizations should also focus to develop liaisons with related outside community. In 2012, a case study was conducted in Mashhad Electric Energy Distribution Company (MEEDC), by Jaghargh, Ghorbanpanah, Nabavi, Saboordavoodian, and Farvardin, on the organizational culture based on Stephen Robbins’ theory. Results showed that all components of the study population sample were negative and relatively negative. The lowest score 1.45 belong to the control and the highest was 2.15 belong to innovation and risk taking. Management attention in this area seems necessary. The results showed that all components of the study population sample were negative and relatively negative. It is proved that reforming an organizational culture is as difficult as developing it properly so organizational culture with the aim of increasing productivity should be changed. Due to this fact, the researchers suggest the following points to reform and modifying the MEEDC's organizational culture: (1) Training: strengthening correct beliefs, attitudes and behavior patterns through appropriate educational programs for employees in different positions is one of the most important and most effective ways to improving organizational culture. The content of educational programs can include: (a) subjects about the organization's goals and needs, (b) the importance of the role of employee participation in the organization's success, and (c) expectations of management and staff. In addition, managers must specifically be trained regarding to importance of role in forming the organizational culture. In fact, they must learn proper attitudes then 29
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School believe after those develop it in other layers; (2) Developing participation in organization: employee's participation in decision making reinforces a sense of belonging, loyalty, identity and also reduces conflicts and collisions in organization. Using the proposals system is the simplest way to start employee's participation. It is obvious that employees should be sure and confident that the proposals are considered serious; (3) System Performance evaluation: Personnel performance evaluation criteria should be designed and implemented. Personnel must be ensured that receiving rewards are based on the quality and quantity of their activities; (4) Self-Monitoring and Self- evaluation; and (5) Employee participation in setting goals and solving problems. Moreover, an organization should provide support to staff, make clear rules, promote innovation and ensure adequate coordination among departments and individuals. Local Studies A study on the organizational culture of selected Religious of the Virgin Mary (RVM) Secondary Schools in Region XI and XII was conducted by Sr. Ma. Estelita P. Padera in 1996. The study aimed to make an appraisal of the Organizational Culture of the RVM Secondary Schools in Region XI and XII. Major findings were: (1) the presence of the Foundress’ Spirituality in the Organizational Culture of RVM Schools was manifested often in the behavior of the school members through respect and reverence for God; attendance on masses during first Fridays and feast days and receiving Holy Communion; (2) organizational culture in six dimensions perceived by the respondents – they had agreed that practices or behavior relative to organizational goals 30
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School and objectives were present in school falling on the integration of spirituality in the school’s vision, mission/goals; in their definition and dissemination of the school philosophy and objectives and they had participated in the process in setting their goals and objectives; (3) in the dimension of organizational teamwork, the school members had moderately manifested teamwork and collaboration among themselves and to some extent had provided leadership models to their members. Conclusions drawn include: (1) despite a long number of years of the Congregations’ existence and the secondary education apostolate, a strong and distinctive culture was not evidently established; (2) the administrators who were imbued with their Foundress’ spirituality seem to have not strongly manifested this spirituality in their lives, so as to influence strongly the school population; (3) the RVM Secondary Schools in general, fall short in having a strong or ideal culture due to the weak management systems in communication, teamwork and relationships; (4) the lack of open and free communication between management and subordinates, in making decisions, especially on matters that affect their personal growth and satisfactions. Sr. Lourdes S. Panganiban conducted a case study on the organizational culture of St. Joseph’s College and its implication for educational management in 1997. The purpose of the study was to: (1) review and analyse the historical roots of culture of St. Joseph’s College as an organizational concept; (2) outline some contemporary perspectives of culture and the role they play in the organizational school; and (3) synthesize the different perspectives into a framework to suggest alternative directions 31
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School for research and practice. Based on the findings, St. Joseph’s College should not only need to change, but be ready and committed to change. In 1997, Badillo, Rustica D. conducted a study on the impact of organizational culture on employee behavior and organizational performance in the customs brokerage companies in Metro Manila. Findings revealed that: (1) the companies have strong organizational culture with innovation and risk-taking as the most predominant culture characteristics; and aggressiveness as the least predominant culture having significant influence on employee behavior, with the set predictors of people orientation, attention to details, team orientation, stability, and innovation and risk-taking for job satisfaction; (2) attention to details, team orientation, and people orientation for job performance and people orientation, attention to details, and team orientation for organizational commitment; (3) among the organizational culture characteristics, people orientation is significantly related to company performance in terms of level of sales and productivity only; and (4) taken collectively, the organizational culture characteristics have no significant influence on company performance. Based on the results and its implications, several recommendations are forwarded which can be of practical use to the customs brokerage companies and other similar establishments. Among them are: (1) maintaining high level of job satisfaction among employees; (2) strengthening workers' organizational commitment; (4) ensuring high level of productivity and sales of companies; (5) reinforcing high level of organizational culture; and (6) adoption of the research instrument and paradigm on the impact of organizational culture on employee behaviour and organizational performance. 32
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School In 1999, Capara, Elvira conducted a study on organizational climate and corporate culture of the two public secondary schools in Bulaon Resettlement Area, San Fernando, Pampanga. Based on the findings, the following are inferred: (1) an aggregate of open, familiar and controlled organizational climate prevails in these schools and tend to be favourable for it satisfies the individual as well as the organizational needs of the teachers and the school; (2) the human-approach techniques applied by the school heads enable the building of a positive and productive climate; (3) the corporate culture of the schools is strong which is based on the values of truthfulness, fairness, equity and justice; (4) the strength of the corporate culture has a positive effects on the teachers. In 2005, Labial, Mona Real had a study which is the same as this study that aimed to assess and determine the organizational culture and teacher performance of Brokenshire College of Davao. Organizational culture was categorized into two: the organization-related factors (direction, integration, management support, control, reward system and communication patterns) and the teacher-related factors (individual initiative, risk tolerance, identity and conflict tolerance). Teacher performance, on the other hand, was measured through the student’s evaluation and the coordinator’s evaluation administered last school year 2004-2005. Results of the study indicated that Brokenshire College was highly involved in terms of direction, integration, management support, control, and communication patterns. However, reward system was neither high nor low, as influenced by the faculty ranking system. Students and coordinators evaluation showed no significant difference on their perception about teacher performance. This 33
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School study nullified that organizational culture affects teacher performance except for risk tolerance as evaluated by the student. The negative relationship showed that whether the organizational culture is high or low still it does not influence the teacher’s performance. The guiding beliefs and norms of culture does not have a definite impact on the way employees work and on their ability to achieve organizational goals. Thus, the result of the study was among those instances that organizational culture does not have any value performance, that there are other factors that will explain teacher performance. 34
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School CHAPTER III METHODOLOGY This chapter presents and discusses the research method, respondents of the study, sample and sampling technique, locale of the study, data gathering procedure, research instrument, and the statistical treatment of data to be used. Research Method The researchers used the descriptive-correlational method. This was chosen to describe the different factors that explained the level of teachers’ organizational culture in relation to its performance. Respondents of the Study The respondents of this study were the 93 teachers of the teaching staff in Pacita Complex National High School (PCNHS). 35
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Locale of the Study This study was conducted in Pacita Complex National High School for the school year 2013 to 2014. PCNHS is located at Sampaguita Street, Pacita Complex I, San Vicente, San Pedro, Laguna. Data Gathering Procedures In gathering the data, the researchers wrote a letter of request to conduct the study approved by the School Principal of PCNHS. Then after the release of approval, the researchers distributed the Organizational Culture questionnaire to the faculty assisted by the Department Head of Mathematics. The data for the teachers’ performance based on the CB-PAST ratings were taken from the Administrator. After the questionnaires have been answered, the researchers personally retrieved it and tabulated the data immediately. Research Instrument This study used a survey questionnaire as the main instrument to gather the data. The questionnaire on organizational culture was adopted from the thesis of Mary Ann Alcaraz-Simpron (1996), in her study about “Organizational Culture and Pupil’s Performance in NEAT Achievement Test,” which was also adopted by Labial, Mona 36
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Real (2005). This was a fifty-item question based on Stephen P. Robbins’ enumerated ten key characteristics in continuum. There were ten sections, and each section had a five-item question, with a total of 50 items. Four-point numeric scale was provided enabling the respondents to answer “Strongly Agree”, “Agree”, “Disagree”, and “Strongly Disagree” for each item. Based on the teachers experience as member of the organization, they described what goes in their school, how things are done, and what guides their day-to-day activities, as a reflection of their school’s organizational culture. Scale Interpretation 3.50 – 4.00 Highly Evident 2.50 – 3.45 Evident 1.50 – 2.45 Slightly Evident 0.00 – 1.45 Not Evident Teachers’ performance was measured using the result of their CB-PAST for first semester SY 2013-2014. The CB-PAST has three components namely: (1) Instructional Competence, (2) Home, School, Community Involvement, and (3) Personal Growth &Professional Development. 37
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School Scale Interpretation 3.51 – 4.00 Outstanding 2.51 – 3.50 Very Satisfactory 1.51 – 2.50 Satisfactory 1.00 – 1.50 Unsatisfactory Statistical Treatment of Data The study used the following statistical tools to analyze the variables in the study. To answer questions number one and two concerning the respondents’ perception on their organizational culture and teachers’ performance, weighted arithmetic mean was used. It is the most commonly used measure of central tendency and the most popularly known as the average. Frequency counts and Percentage was used to determine the percentage of the teachers’ level of performance. 38
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The formula is stated below: Percentage Formula: P= F x 100 % N Where: P = Percentage F = frequency N = Number of respondents Weighted Arithmetic Mean Formula: ∑ fx X= N Where: X = Weighted Arithmetic Mean ∑fx = Sum of all the products of f and x; where f is the frequency of each option and x is the score/weight of each option N = Total number of frequencies To answer question number three in determining the significant relationship between organizational culture and teachers’ performance, Pearson product-moment correlation coefficient was used. 39
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The formula is stated below: Pearson Product-Moment Correlation Coefficient Formula: n ∑ xy − ∑ x ∑ y r= √[n ∑ x 2 – (∑ x)2][n ∑ y 2 – (∑ y)2] Where: r= Pearson r n= number of observations ∑ xy= sum of the products of paired scores ∑ x= sum of x scores ∑ y= sum of y scores ∑ x2 = sum of squared x scores ∑ y2 = sum of squared y scores Value of r Interpretation ±1.0 Perfect Correlation High Correlation ± 0.80 to ± 0.99 Moderate High Correlation ± 0.60 to ± 0.79 Moderate Correlation ± 0.40 to ± 0.59 Low Correlation ± 0.20 to ± 0.39 Negligible Correlation ± 0.01 to ± 0.19 No Correlation 0 40
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter discusses the presentation, analysis, and interpretation of the data gathered based on the problems and hypotheses set in the beginning of this study. The data presented are grouped according to their sequence in the statement of the problem. 1. How do the respondents perceive their organizational culture of PCNHS, in terms of: 41
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School 1.1. Direction Table 1-A. Respondents’ Perception on their Organizational Culture as to Direction Item Weighted Verbal Mean Interpretation 1 The school adheres to its mission as learning institution in setting 3.57 Highly Evident its goals and in making organizational plans. 3.51 Highly Evident 3.43 The goals and objectives of the school are clearly defined and 3.32 Evident 2 properly operationalized or put into practice for their 3.41 Evident 3.45 Evident accomplishment. Evident 3 The teachers are well informed of the objectives or targets of the school such that everyone is properly directed. The teachers have the opportunity to participate in the process of 4 setting the school’s objectives and targets; these are internalized and well accepted. The teachers are guided by a set of standards of performances such 5 that every teacher knows the kind of extent of performance expected from him/her. Overall Weighted Mean Table 1-A gives the overall weighted mean of direction which is 3.45 denoting an “evident” direction in PCNHS. The data reveal that direction in the school is manifested as seen in item numbers 1 and 2. These are described “highly evident” having calculated weighted means of 3.57 and 3.51. On the other hand, item number 4 has the lowest weighted mean of 3.32 which is interpreted “evident”. The data implies that teachers are properly directed by the school’s vision, mission, and goals which are formulated by the school administrators. This indicates that they are well informed and guided by a set of standards of performances. 42
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School 1.2. Integration Table 1-B. Respondents’ Perception on their Organizational Culture as to Integration Item Weighted Verbal Mean Interpretation 6 In this school, cooperation is an operational norm, and as a result, all 3.38 Evident personnel, teachers, and school administrators work cooperatively. 3.53 Highly 3.28 Evident The school administrator and the teachers have a sense of common 3.33 7 purpose that leads to integration of their work efforts aimed towards 3.55 Evident 3.41 accomplishments of such purpose. Evident Highly Individual roles and responsibilities of both the school administrator Evident 8 and the teachers are clarified, hence there is no confusion or Evident overlapping that would hinder coordination among them. There is teamwork and collaboration among the teachers, as shown by 9 coordinated efforts of everybody in every undertaking/activity of the school. 10 Both the school administrator and the teachers develop the process of achieving the goals and objectives of the school. Overall Weighted Mean Table 1-B illustrates that integration in PCNHS is “evident” with its overall weighted mean of 3.41. Item numbers 10 and 7 are described “highly evident” having its weighted mean values of 3.55 and 3.53, and item number 8 has the lowest weighted mean of 3.28 which denotes an “evident” integration only. It simply reveals that members in the organization works together well by having cooperation and teamwork in achieving its goal and objectives. When individuals work together to achieve an important objective, organizations measure both team 43
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School effectiveness and individuals’ own contributions to lay the groundwork for good decisions (Kowal & Hassel, 2010). 1.2. Management Support Table 1-C. Respondents’ Perception on their Organizational Culture as to Management Support Item Weighted Verbal Mean Interpretation 11 The school administrator exerts efforts towards improvement of 3.55 Highly Evident physical working conditions in the school (e.g. repair/rehabilitation 3.23 Evident 3.32 Evident of classroom procurement of desks, etc.) 3.30 Evident Adequate instructional materials like textbooks, teaching kits, etc., 12 are available for the utilization of the teachers. 3.23 Evident 13 Adequate training opportunities to improve teaching methodology are provided to the teachers. The school administrator provides assistance for the improvement 14 of academic instruction whenever a weakness on the part of the teacher is noted during observation of classes. The school administrator upholds teacher welfare and well-being 15 by treating each teacher as an individual with distinct human needs. Overall Weighted Mean 3.32 Evident Table 1-C shows that organizational culture of PCNHS according to management support is “evident” with an overall weighted mean of 3.32. Evidently, item number 11 got the highest weighted mean of 3.55 which indicates “highly evident”, and item numbers 12 and 15 having the lowest weighted mean of 3.23 which means “evident”. 44
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The information proves that school administrators provide adequate instructional materials, and trainings for the teachers’ improvement of their academic instruction. Moreover, the improvement of school’s physical conditions is also provided. 1.3. Control Table 1-D. Respondents’ Perception on their Organizational Culture as to Control Item Weighted Verbal Mean Interpretation 16 The teachers are free from the constraints of too much rules, 3.03 regulations and red tape in accomplishing their tasks. 3.29 Evident 3.37 17 The school administrator directly supervises the teachers for 3.16 Evident effective and efficient work performance. 3.23 Evident Evident 18 Appropriate policies to counteract absenteeism, slackness, and 3.22 Evident efficiency among teachers are properly implemented. Evident 19 The school administrator utilizes the standards of performance as a means of controlling teacher’s behavior. 20 The school administrator conducts performance appraisal objectively and in all fairness. Overall Weighted Mean Table 1-D establishes that there is an “evident” control in PCNHS with an overall weighted mean of 3.22. The highest weighted mean 3.37 is item number 18 and described “evident”. On the other hand, the lowest is item number 16 with 3.03 mean which also denotes an “evident” level. 45
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The data implies that teachers are properly supervised by the school administrators with appropriate policies to counteract absenteeism, slackness, and efficiency, and with standards of performance. 1.4. Reward System Table 1-E. Respondents’ Perception on their Organizational Culture as to Reward System Item Weighted Verbal Mean Interpretation 21 The teacher shows satisfaction with the reward system in this 3.06 organization in terms of monitory benefits. 2.89 Evident 3.16 Evident 22 In terms of promotions as reward there is fairness and equal 3.20 Evident treatment among teachers, with no hint of favoritism. Evident 3.17 23 Promotions of teachers are strictly based on qualification Evident standards and fair ranking scheme. 3.10 Evident Excellent performance is rewarded accordingly (e.g. awards like 24 plaques/certificate of appreciation, outstanding rating from the past, etc.) The school administrator exercises transparency in such areas as 25 promotions, citations, and awards adopting the “open-to-all” policy. Overall Weighted Mean Table 1-E presents the overall weighted mean of 3.10 which indicates that there is an “evident” reward system in PCNHS. A weighted mean of 3.20 is considered the highest which is item number 24 and interpreted “evident”, and the lowest item is number 22 having 2.89 weighted mean only but also described “evident”. 46
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School The data reveals that teachers with excellent performance are reward extrinsically like plaques/certifications and promotions. However, majority of them are somewhat satisfied with the reward system because they viewed that in terms of promotions, there is likely favoritism. 1.5. Communication Patterns Table 1-F. Respondents’ Perception on their Organizational Culture as to Communication Patterns Item Weighted Verbal Mean Interpretation 26 There is an open communication and interaction aimed at 3.40 Evident achieving the goals and objectives of the school. 3.13 Evident 3.19 Evident The school administrator provides all school-related information 2.99 Evident 27 to teachers to promote awareness among them on what is going on 3.08 Evident 3.16 Evident in the school. Teachers show positive attitude towards any downward 28 communication (e.g. written memo or announcements) characterized by their full acceptance and concurrence. The school administrator provides an open channel for upward 29 communication (from teacher to school administrator) to gather accurate, first hand and relevant information. There is free flow of information within and among teachers that 30 leads to coordination and one that is free from being hostile due to competition. Overall Weighted Mean Table 1-F displays the overall weighted mean of 3.16 denoting an “evident” communication patterns. The information poses that item number 26 is evaluated 47
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School “evident” having its weighted mean of 3.40, and item number 29 is the lowest but also interpreted “evident” with a weighted mean of 2.99. The data implies that communication, within and among the school administrators and teachers, is manifested to some degree. Thus, there is somewhat free flow of information within and among them that leads to coordination and free from competition. 1.6. Individual Initiative Table 1-G. Respondents’ Perception on their Organizational Culture as to Individual Initiative Item Weighted Verbal Mean Interpretation 31 Teachers assume the responsibility of fulfilling the tasks geared 3.39 Evident towards attainment of the goals and objectives of the school. 32 The school administrator exerts creative, individual effort towards 3.23 Evident attainment of the goals and objectives of the school. As professionals, teachers are responsible in enhancing their 3.48 Evident 33 expertise in teaching; hence, they show the initiative to strive to 3.51 Highly Evident become more competent and effective. Teachers exercise their independent judgment on matters 34 concerning their work, as in classroom management, teaching methodology and the like, appropriately and effectively. 35 Teachers have the autonomy in their work such that everyone can 3.42 Evident set his/her own pace in teaching. Overall Weighted Mean 3.40 Evident Table 1-G ascertains that there is an “evident” individual initiative in PCNHS with an overall weighted mean of 3.40. It is discovered that item number 34 has the only 48
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School highest weighted mean of 3.51 indicating “highly evident”. Then, item number 32 has the lowest weighted mean of 3.23 denoting an “evident” level. The data signifies that teachers utilize the initiative in proper structuring of the classroom, in adapting teaching techniques suited to the needs of the students, and they show the initiative to strive to become more competent and effective. 1.7. Risk Tolerance Table 1-H. Respondents’ Perception on their Organizational Culture as to Risk Tolerance Item Weighted Verbal Mean Interpretation Highly Evident 36 Teachers are innovative. 3.51 3.48 Evident 37 Teachers are aggressive in implementing diverse work schemes 3.40 which makes their teachings more effective. 3.51 Evident 3.34 38 Teachers are aggressive in engaging challenging tasks utilizing 3.45 Highly Evident their skills and potentials. Evident 39 Teachers keep abreast of the changes happening outside the school system. Evident 40 The school administrator gives support to innovative teachers by acknowledging their accomplishments. Overall Weighted Mean Table 1-H shows that risk tolerance in PCNHS is “evident” with an overall weighted mean of 3.45. It indicates that item number 36 and 39 are “highly evident” 49
Organizational Culture and Its Relationship to Teachers’ Performance in Pacita Complex National High School having a weighted mean of 3.51. Item number 40 showed the lowest weighted mean of 3.34 which means “evident”. The information indicates that teachers are innovative in using new approaches in teaching and aggressive in making their teachings more effective. In addition, the school administrator acknowledges teachers’ accomplishments by giving certificates; thus, the organization manifests risk tolerance. 1.8. Identity Table 1-I. Respondents’ Perception on their Organizational Culture as to Identity Item Weighted Verbal Mean Interpretation Highly Evident 41 The teachers demonstrate pride for being member of the 3.52 organization. 3.41 Evident 42 The teachers are loyal to the school as their organization that 3.54 Highly Evident results to increased dedication in rendering services. 3.53 Highly Evident 43 Both the school administrator and the teachers strive to establish 3.35 Evident the name of the school through accomplishments and 3.47 Evident achievements, as a result of a sense of shared identity. 44 The school’s identity as an organization is characterized by competence among its teachers and commitment providing quality education. 45 The teachers strive to achieve individual successes for the credit of the school and not for his/her self-interest. Overall Weighted Mean 50
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