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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

In Partial Fulfillment of the Requirements for the Degree

Doctor of Education

By

MACRINA K. VILLALUZ March, 2018

International Journal of Advancements in Research & Technology, Volume 8, Issue 10, October-2018 ISSN 2278-7763 22

IJOART Copyright © 2019 SciResPub.

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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 idea 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



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Table of Contents

Title Page No. Title Page i

Abstract ii

Table of Contents iii

List of Tables v

List of Figures vii

Acknowledgements viii

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 17

The Problem

Statement of the Problem 19

Significance of the Study 21

Scope and Limitations of the Study 22

Research Methodology

Research Design 24

Research Environment 24

Research Respondents 24

Research Instrument 26

Research Procedure 26



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Statistical Treatment of Data 27

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 57

Recommendations 58

References 60

Appendices

A. Certification of Proofreading and Validation 67

B. Letter for the Schools Division Superintendent 68

C. Transmittal Letter 69

D. 1st Indorsement 70

E. Questionnaire 71

F. Curriculum Vitae 75



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List of Tables

Table No. Title Page No. 1 Level of Perception of the School

Heads and Teachers on School ………………………………………….. Climate in Terms of Challenge

30

2 Level of Perception of the School Heads and Teachers on School …………………………………………. Climate in Terms of Freedom

32

3 Level of Perception of the School Heads and Teachers on School ………………………………………….. Climate in Terms of Idea Time

33

4 Level of Perception of the School …………………………………………… Heads and Teachers on School Climate in Terms of Idea Support

35

5 Level of Perception of the School Heads and Teachers on School Climate …………………………………….. in Terms of Trust and Openness

37

6 Level of Perception of the School Heads and Teachers on School Climate in ………………………………………. Terms of Playfulness and Humor

38

7 Level of Perception of the School Heads and Teachers on School ………………………………………….. Climate in Terms of Conflicts

40

8 Level of Perception of the School Heads and Teachers on School ………………………………………….. Climate in Terms of Debates

41

9 Level of Perception of the School Heads and Teachers on School Climate in …………………………………… Terms of Risk-taking

42

10 Summary Table of the Level of Perception of the School Heads and Teachers on Nine…………………………….. School Climate Dimensions

44

11

Difference between the School Heads’ and Teachers’ Perception ………………………………………….. of the Schools Climate

46



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12 Relationship between the Teachers’ Profile and Their Perception of the ………………………………………….. Schools Climate

48

13 Relationship between the following School Heads’ Profile and Their ………………………………………….. Perception of the Schools Climate

49



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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 18



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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

substantial 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



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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:

“…the 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



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procrastinate atmosphere among the teachers and pupils. Organizational school

climate greatly affects the success of the school (Dorathi, 2011 cited in Duff, 2013).

In context of educational institutions, climate refers to the “teachers”

perceptions of the general work environment of the school; it is influenced by the

formal organization, informal organization, personalities of participants, and

organizational leadership. In other words, the set of internal characteristics that

distinguishes one school from another and influences the behavior of its members is

the organizational climate of the school .The influence of school heads as leaders of

the school is very high. It is then the school heads who have the primary

responsibility to establish the personality of the whole school organization.

However, the teachers and operative members of the school have strong influence

over the climate and should share the responsibility for it.

Because the school’s atmosphere has a major impact on the behavior of its

members, it is then an imperative to measure the perception of the school heads and

teachers on school climates using the variables of Ekvall's nine dimension climate

dimensions, these reflections persuade the researcher to conduct a study on the

organizational climate in public schools as a basis for school climate creativity and

innovation.

Theoretical Background of the Study

Schools in the Philippines had experienced a diversity of managerial

structures since the 19th century. Hence, education during that time was geared

toward the needs of the colonizers. Because of colonization by several foreign

countries and numerous historical events, education experienced some changes



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although it also reserved some of the early teachings which are real even during this

period (Llego, 2014). Today, educators are moving towards a better organizational

structure, quality leadership, and management in schools.

An encouraging development in the Philippines is the R.A. 9155 which orders

the implementation of shared governance in the administration of public schools. It

delivers the total agenda for school head empowerment by vitalizing their

leadership role and school-based management (SBM) within the framework of

transparency and local autonomy (R. A. 9155, 2011). This legal basis is the

springboard for this study to strongly support the theoretical framework.

This study was thoroughly patterned to the several theories of organizational

creative school climate. For an understanding of the notion of climate, it is essential

to deliberate some of the theories, which have impressive ideas, related to the

climate theory. First, it is anchored in the management theory of Blake and Mouton

(1960) popularizing the Managerial Grid. In this theory, it focuses on two behavioral

dimensions, concern for People and concern for Results. Here, the team manager

balances the two behavioral dimensions by motivating the staff to do their tasks

successfully (Blake and Mouton, 1960). This Management Theory is suited to this

study because in the school setting, the manager is the school head, whether a

Principal, Head Teacher (HT) or Teacher-In-Charge (TIC). One of the important

dimensions of principals’ work includes a variety of managerial tasks. Hence, the

school head shows a significant part in the success of effort to enhance levels of

school effectiveness (Caldwell, 1998). The grid can help the school leader analyze

the situation and determine how to use available time well. For example, the school



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leaders who find themselves in schools staffed with a large number of beginning

teachers might use the grid to determine that both production (how to increase

student achievement, manage classes better etc.) and people(concern about feelings,

needs, and problems) should both be high priorities.

Second, it adopts the Organizational Theory. Organizational theorists are

fascinated in descriptive expositions of human behavior in organizations and have

dealt subtly with concepts of organizational environments. The cognitive or

economic behavior theories of an organization such as those advanced by March,

and Simon (1958) view organizations as networks for making decisions and deal in

a tangent with climate (March and Simon,1958). The researcher found this theory

relevant to the study, as it basically deals with management in organizations and

identifies best practices in such a way that they are likely to be successful. However,

this concept is being challenged in its operational process. These challenges refer to

the third theory of this study, the organizational climate theory. The initial studies of

climate were developed by Kurt Lewin in early 1930s. He leans to the idea that one

must take into account such as one's goals, needs, and social relations (Lewin, 1935

as cited in Papanek, 1973). As well as, Climate, according to Litwin and Stringer

(1968), impacts organizational judgments (cited in Forte, 2011). Isaksen and Lauer

(2002) referred that the function of the leaders and managers is to establish,

nourish and maintain creative climate suited for the team to succeed. Schneider

(1987) accepted the notion that organizational forms and functions are affected by

phenomena such as job attitudes, organizational climate, and leadership aside from

individuals' attributes, and the environmental determinism. The study’s findings of



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Woodman, Sawyer, and Griffin (1993) proposed that employee’s creativity is

positively related with manager’s encouragement of creativity and employee’s

participation in decision making through climate which creativity and innovation

applied. Although creativity is the result of an individual's psychological process

(Ghiselin, 1963 as cited in Axelsson, and Sardari, 2011) and is reliant on individual

capabilities of people, the role of contextual attributes within the organization, such

as the influence of leadership, the type of tasks and also behaviors of co-workers

towards each other, can't be dismissed (Cummings and Oldham, 1997). Cook (1998)

described organizational creativity as a process by which creativity turns into

innovation, and finally benefits the organization. Ekvall (1999) spent many years

looking at the organizational climatic dimensions which affect organizational

creativity. Ekvall's work has been further refined and validated by Isaksen and

others at the Center for Creative studies at SUNY-Buffalo who have defined nine

dimensions of the climate for innovation. These nine climate dimensions are:

1. Challenge -The degree of emotional involvement, commitment, and motivation

in the operations and goals.

2. Freedom- The level of autonomy, discretion, and initiative in behavior exerted

by individuals to acquire information, and make decision, etc.

3. Idea time – The degree to which new ideas and suggestions are attended to and

treated in a kindly manner.

4. Idea support - The degree to which new ideas and suggestions are attended to

and treated in a kindly manner.



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5. Trust and openness - The degree of emotional safety, and openness found in

relationship.

6. Playfulness and humor - The display of spontaneity, ease, good natured joking,

and laughter that is displayed.

7. Conflicts – The presence of personal and emotional tensions or hostilities.

8. Debates - The expressing and considering of many different view-points, ideas

and experiences.

9. Risk-taking- The tolerance of ambiguity and uncertainty.

As seen in the diagram, the R. A. 9155 (2001), otherwise known as

“Governance of Basic Education act of 2001” served as the legal bases for this study.

The single arrow showed the undirectional influence of this law to the government's

banner program for education. School-based Management (SBM) was the overall

framework for school head enablement by establishment their leadership role for

the development of the Filipino children as a lifelong learners ready to enter and

achieve well in the mainstream educational system and in the end, contribute

productively to their community and to the bigger humanity as well as Multilingual,

Multiliterate and Multi-Cultural Citizens of the country (Department of Education,

2013).

The School-based management is conceptualized through the Management

Theory and Organizational theory. The school heads, as ordained by R. A. 9155, shall

manage the school environment with a variety of leadership style to balance the

organizational climate. The theory of organizational climate and creative climate

help the management of the school, thus allowing the school heads to create a



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wholesome ambiance that results to better performance of the pupils, teachers and

the school itself.

Figure 1. Schematic Diagram of the Theoretical Background of the Study

THEO

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ON

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CLI

MA

TE

SCHOOL

MANAGEMENT THEORY

R.A. 9155 – “GOVERNANCE OF BASIC EDUCATION ACT OF 2001”

ORGANIZATIONAL THEORY

TH

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REA

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LIMA

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YFU

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S/H

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Review of Related Literature and Studies

Various literatures were reviewed by the researcher to be able to advance

awareness into the particular area of research. These literature and studies gave

light in assessing the school climate and determining the significance of the

dependent variables' relation with the level of the school climate dimensions

perceived by the respondents.

Republic Acts 9155 of 2001 mandates the implementation of shared

governance in the administration of the public school. The said educational

legislation grants authority, accountability and responsibility to school heads along

twelve areas including the development of the school improvement programs,

management of school resources, and fostering of active school-family-community

linkages (R. A. 9155, 2001).

Organizational climate is another factor viewed to have influenced

performance. It is defined as the quality, the character, and the mood of school life.

Thapa, Cohen, Higgins-D’Alessandro, and Guffy (2012) said that establishing healthy

and positive school climate fosters youth development and learning necessary for a

productive, contributing and satisfying life in a democratic society. The National

School Climate Council (as cited by Thapa, et al., 2012) recommended that “positive”

and “sustained school climate” be defined in the following ways;

“School climate is based on patterns of people’s experience in school life and reflects the norms, goals, values, interpersonal relationships, teaching-learning practices, and organizational structure”. The council also mentioned that researches on school climate attest to its importance to social, emotional, intellectual and physical safety, positive youth development, healthy



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relationships, higher graduation rates and academic performance.”

Academic reformers and researchers had advanced differing definitions of

school climate, yet in all of the definitions, the essential components remained the

same. Franco (2010) found four encompassing domains such as physical, social,

emotional and academic environment that compose the concept of school climate.

These domains are (a) physical–this environment is conducive to teaching and

learning, safe, and welcoming; (b) social–this environment promotes interaction

and communication among students, faculty, staff, and the community; (c)

emotional–an affective environment for students, faculty, staff, and community that

creates self-esteem and a sense of belonging; and (d) academic–this environment

endorses learning and self-fulfilment for students, faculty, and staff (Franco, 2010

as cited in Duff, 2013). School climate includes aspects of school life such as safety,

relationships, teaching, learning, and the environment (Cohen, McCabe, Michelli, and

Pickeral, 2009). Pretorius and De Villiers (2009) defined school climate as the

psychological and institutional aspects that comprise the school’s personality.

School climate includes the holistic perception of all stakeholders in terms of values

and expectations. It is the enduring qualities of the school experienced by the

members in terms of collective perception and routine behavior. It is imperative to

note influences, attitudes, and perceptions of the school community (Pretorius, and

De Villiers, 2009).

Franco (2010) reported that, “School climate refers to the intangibles that

can affect the feelings and attitudes of the students, teachers, staff, and parents” and

it comprises the “physical and physiological aspects of a school that proved the



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environment necessary for teaching and learning to take place”. The individual can

be a student, parent, teacher, administrator, or community member. Each school has

a certain feel to it and emits a distinctive aura. Sometimes this is immediately

evident through a first impression, or it is a conclusion that one comes to through

dealings with the school, the school’s environment, and the interactions with the

people in the school. However, the importance of school climate goes beyond having

a positive reaction or interaction within a school, it has been linked to many other

positive school characteristics (Franco, 2010). Collie, Shapka, and Perry (2011)

found that school climate variables had an impact on the level of teacher

commitment. Specifically, student relations pertaining to school climate had the

highest relationship with all three forms of teacher commitment, while

collaboration among teachers was second highest. They deduced that student

relations correlated at such a high level because as teachers perceive positive

student behavior and motivation for learning, the teachers in turn have a greater

sense of efficacy, increased job satisfaction, and less stress. A predictor of

organizational commitment was collaboration among teachers. This effect occurs

when collaboration raises the level of support that teachers provide for each other

and fosters relationships among teachers. Therefore, creating a more positive and

supportive work environment (Collie, Shapka, and Perry, 2011).

A study of 10 secondary schools in Lagos, State of Nigeria was conducted by

Adeogun and Olisaemeka (2011) to determine the relationship between school

climate and student achievement, as well as teacher productivity for sustainable

development. Each school had randomly selected participants from each of the



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following groups: one principal, seven teachers, and seven students. They concluded

that school climate can directly influence academic performance and teacher

productivity. They also found that this significant relationship between school

climate, performance, and productivity is evidence of the need for ensuring a

positive school climate in order to assure sustainable development (Adeogun, A. A.,

and Olisaemeka, B. U., 2011),( MacNeil, Prater and Busch , 2009) used a sample of 29

schools in Southeast Texas to study the effects of school culture and climate on

student achievement. The Organizational Health Inventory was used to determine

the school climate and student achievement was determined by the rating the Texas

Education Agency awards each school based on the student performance on the

Texas Assessment of Academic Skills. The highest of these ratings is Exemplary,

followed by Recognized, and then Acceptable. Each school was used as a unit of

analysis to determine the relationship between school climate and student

achievement. To ascertain the climate of each school, the Organizational Health

Inventory was administered to 1,727 teachers in those 29 schools. In addition, the

achievement data were taken from the test results of 24,684 students (MacNeil,

Prater & Busch, 2009) found those schools that had the highest rating from their

students’ achievement on the Texas Assessment of Academic Skills also ranked as

having the healthiest school climates. From a variety of factors that affects the

academic achievement of students, school climate is positively identified as another

school factor (Uline and Tschannen, 2008 as cited in Vasques, 2011).

The report of Safe Schools Action Team suggested that the essential indicator

of students’ success in school is a positive learning and teaching environment,



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whereas the research displayed also that there is a significant relationship between

students’ success and the school environment in wherein learning takes place (Safe

Schools Action Team, 2008).

A positive school climate is recognized as an important target for school

reform and improving behavioral, academic, and mental health outcomes for

students (Thapa, Cohen, Higgins-D’Alessandro & Guffy, 2012).

Specifically, schools with positive climates tend to have less student

discipline problems (Thapa, Cohen, Guffey & Higgins-D’Alessandro, 2013) and

aggressive and violent behavior (Gregory, Cornell, Fan, Sheras, Shih & Huang, 2010),

and fewer high school suspensions (Lee, Cornell, Gregory & Fan, 2011). Research

has also shown associations between school climate and lower levels of alcohol and

drug use (LaRusso, Romer, & Selman 2008), and bullying (Meyer-Adams, & Conner

2008). In addition to reducing students’ exposure to risk factors, school climate can

promote positive youth development. A positive school climate also has benefits for

teachers and education support professionals (Bradshaw, Waasdorp, Debnam &

Lindstrom Johnson, 2010).

From a variety of factors that affects the academic achievement of students,

school climate is positively identified as another school factor (Uline, & Tschannen-

Moran, 2008 cited in Vasques, 2011).

The importance of the organizational climate to teachers’ effectiveness is

relevant to a high degree, since it is indicative of how well the teacher manages to

realize his/her full potential. High-performance organizations tend to make optimal

use of everyone’s capabilities. Thus, organizational climate definitely affects the



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teacher’s performance in school. It is believed to affect their motivation and

dedication at work, job satisfaction and efficacy. In an organization with a high

extent of humanistic relationship, collegiality, and participation, the teaching

effectiveness is high, triggering a higher success of education, too (Babu & Kumari,

2013). Therefore organizational climate can affect teachers' attitude and behavior

such as job satisfaction. Job satisfaction is also most efficient in organizational

climate as well. However, Igbal (2011) in his study, in identifying Ekvall’s creative

climate dimensions in Pakistani Industrial organizations found out that the

employees in their organization did not get sufficient time for creative outcomes.

This kind of climate can influence people’s temperament into an organization,

hence making people’s job satisfaction in a high potential situation. While, those ones whose job

satisfaction is in low level, they are less efficient for an organization and these organizations

cannot attain their purposes. The high importance of the job satisfaction has been originated

from the fact that most people spend their times at job atmosphere. In a definition of the job

satisfaction, it can be stated that the job satisfaction is defined as the whole sensations and

feelings as well as positive attitudes that people feel towards their jobs. When someone says he

has got high job satisfaction, he means he likes his job more having the high potential feelings

towards the related job and making high value for his job. Thus, any attentions towards the

process should be achieved in the management of organizational climate. The job satisfaction

makes high efficacy and people can give their best struggles as well as physical and mental

health increased and new skills can also be governed in this case. In turn, the lack of job

satisfaction will have the worst consequences making the highest expenditures for the

organizations. Hence, the managers are responsible for taking care of their settings and



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personnel’s affairs in this regard (Shahbazi, Janani, and Najafzadeh, 2013 cited in Bai, Piri and

Piri, 2014).

Given the importance of the school organizational climate and its

consequences, much research has been done in this regard. Babu and Kumari

(2013) in their research showed that there is a significant difference between the

teacher effectiveness of elementary school teachers in relation to their

organizational climate. Shahbazi, Janani, and Najafzadeh (2013) showed that there

is a significant relationship between the target agreement, role agreement and

agreement on approaches of organizational climate dimensions with the job

satisfaction in educational teachers at high school grade of Ardabil city (Shahbazi,

Janani & Najafzadeh 2013). Additionally, Jyoti (2013) said that organizational

climate has positive as well as strong relationship with work/job satisfaction of

teachers. The same notion was also endorsed by Castro and Martins (2010) Keeping

in view the prominence of the phenomenon, the investigations envisioned to

explore the association between organizational climates and work satisfaction of

teachers at the national scene.

School organizational creative climate has been learned for decades. It has

been well-defined variously as the atmosphere, ethos, tone, ideology, personality, or

milieu of school (Hoy, 2008 cas ited in Gangi, 2010). School leaders have a critical

amount of influence as to a school's climate, whether it be clearly expressed or

implied (Cohen, McCabe, Michelli and Pickeral, 2009). Wynn, Carboni and Patall

(2007) corroborated that good principal leadership and school climate are

significant factors in teacher retention. In fact, in schools that were run with an



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authoritarian, rule-bound manner, teachers were less likely to go above and beyond

contracted expectations for students and have less trust in their administration

(Tschannen-Moran, 2009).

Magnaye (2010), in her study about assessment of the roles of performance

of secondary school principals in the division of Calamba City, concluded that setting

and practicing effective leadership style, empowering staff and students, building

trust and monitoring influences in evaluating progress and motivation. The study

found out that public secondary school principals performed very satisfactory in

terms of the roles they performed, nevertheless breaches are detected in each

component (Magnaye, 2010).

Balway (2008) found that school principals perceived themselves as highly

positioned creativity within the school through the teachers and the school

environment variables (cited in Omenyi, A. S. Ngozi, A., & Odimegwu, C. O., 2009).

Successful leadership requires a leader who can unify, create harmony, and

produce effective results (Rajbhandari, 2012). In a school, wherein there is a culture

of unity and a shared vision that produces harmony and effective results, there is

beautiful music (Herbert, 2011). A principal who can bring the faculty and staff

together, articulate a vision and reinforce that vision until others are inspired to

embrace it, achieves leadership success thereby allowing the students to achieve

greater academic fulfillment. A school is perceived to be successful by its teachers

and students when the principal is focused on creating a climate conducive for

success (Mosley, 2014).



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Arlestig (2008) pointed out that in many Swedish schools , there were signs

of communicative and organizational blindness. Gülşen & Gülenay (2014 suggested

that conflict should not be totally ignored in the workplace. It is the task of the

administrator to bring people and organizations together in a fruitful and satisfying

union. Besides, McFarlin and Sweely (2014) confirmed that even in companies, 20

percent of managers’ time is consumed in managing conflict.

Conceptual Framework of the Study The research paradigm in Figure 2 shows the whole research process in

which the dependent variables, independent variables, and research outputs or

implications are diagrammed. The dependent variable includes the perceived

creative climate of the nine dimensions. The independent variables consist of the

demographic profile of the respondents such as age, educational attainment,

position, and length of service and the performance profile of the schools.

The study’s variables were further taken into consideration by the

researcher in analyzing correlatively to an independent-dependent variable fashion.

In this manner, the researcher determined the relationship between the

independent variables and the level of the nine climate dimensions. The result and

the findings would be used as a baseline data for the public and private agencies or

persons interested in organizational creative climate.



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Figure 2. Diagram of the Conceptual Framework of the Study

Statement of the Problem

The purpose of this study was 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.

The demographic

profile of the school

heads and teachers in

terms of:

Age;

Educational attainment;

Position; and

Length of service.

The School level of climate dimensions perceived by the teachers and school heads.

1. Challenge

2. Freedom

3. Idea Time

4. Idea Support

5. Trust and Openness

6. Playfulness and Humor

7. Conflicts

8. Debates

9. Risk-taking

School Climate

Creativity and

Innovation

Independent

Variable

Dependent Variable Output



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Specifically, the study sought to answer the following questions:

1. What is the level of perception of the school heads and teachers in the following

nine climate dimensions:

1.1. Challenge;

1.2. Freedom;

1.3. Idea Time;

1.4. Idea Support;

1.5. Trust and Openness;

1.6. Playfulness and Humor;

1.7. Conflicts;

1.8. Debates; and

1.9. Risk-taking?

2. Is there a significant difference between the school heads’ and teachers’

perception of the school’s climate?

3. Is there a significant relationship between the following teachers’ profile and the

teachers’ perception of the schools climate:

3.1. age;

3.2. educational attainment;

3.3. position; and

3.4. length of service?

4. Is there a significant relationship between the following school heads’ profile

and the school heads’ perception of the schools climate:

4.1. age;



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4.2. educational attainment;

4.3. position; and

4.4. length of service?

Statement of the Null Hypotheses

The hypotheses which the researcher investigated were:

Ho1: There is no significant difference between the school heads’ and teachers’

perception of the schools climate.

Ho2: There is no significant relationship between the following teachers’ profile

and the teachers’ perception of the schools climate:

1. age;

2. educational attainment;

3. position; and

4. length of service

Ho3: There is no significant relationship between the following school heads’

profile and the school heads’ perception of the schools climate:

1. age;

2. educational attainment;

3. position; and

4. length of service?

Significance of the Study

The school's creative climate has been known as the power behind the

effective school and a strong factor in academic success of the students. Due to the

main target of Education for all (EFA) 2015, specifically goal 6, to improve every



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aspect of the quality education (Tamatea, 2005), the results of this study will

contribute to facilitate a positive creative climate that impacts the high performance

of teachers and pupils.

This study is important to the following:

Legislators. This undertaking would greatly help them in the formulation of

policies for the improvement of the educational setting to strengthen the role of the

principal in the school;

Department of Education. The findings of the research would bring to the

Bureau of Elementary Education the significant relationship between the

demographic profile of the respondents and the level of schools creative climate.

Hence, their knowledge of the results would guide the Governance Division in

equipping school administrators with better skills in promoting positive creative

climate by conducting training to enhance their managerial skills;

School Administrators. The findings of the study would provide Education

Program Supervisors a baseline data on the level of school climate, monitor the

school and give feedback on the status on how to improve. Furthermore, it would

help the Public School District Supervisors to assess and provide technical assistance

to the school heads in terms of school management and implementation of school

programs;

School Principal. The results of the study would shed light to impact of

school creative climate and would serve as an eye-opener to develop research-based

school managerial strategies and innovative result-based school practices and

activities;



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Teachers. The outcomes of the study would convey to the elementary and

secondary teachers to achieve a high performance and do the work in the schools

with less supervision and with stress-free efforts;

Pupils. It is hoped that through this study, the pupils would be given

appropriate and enough attention, and motivation for the improvement of their

performance and achievements, not only for the betterment of their study and

understanding of all subjects but also for them to enjoy in a child-friendly learning

environment and function effectively in a democratic society;

Researcher. This study serves as a challenge for the researcher to widen her

perspective on the importance of school creative climate and to become an effective

and efficient channel of knowledge to her teachers and pupils; and

Future Researchers. This study would serve as a basis for future

researchers to undergo similar studies so that the atmosphere in the school will be

seriously dealt with, particularly the relationship and teamwork of the school,

teachers, parents, and pupils.

Scope and Limitations of the Study

Scope of the Study. This study was conducted in the public elementary and

secondary schools of Sibulan District I and II, Negros Oriental. It was limited to the

demographic profile, perceived level of creative climate of the school heads and

teachers and the relationship between these variables. The study focused on twenty

elementary schools and eleven secondary schools, namely, Sibulan Central

Elementary School, Bolocboloc Elementary School, Maslog Elementary School,

Cangmating Elementary School, Calabnugan Elementary School, Magatas



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Elementary School, Looc Elementary School, Magsaysay Memorial Elementary

School, Libertad Ong Calderon Memorial Elementary School, Balugo Elementary

School, Tubigon Elementary School, San Antonio Elementary School, Maningcao

Elementary School, Cantalawan Elementary School, Escaguit Elementary School,

Calinawan Elementary School, Cambajao Elementary School, Tubod Bagtic

Elementary School, Tubtubon Elementary School, Maningcao High School, Ajong

High School, San Antonio High School, Balugo High School,Tubigon High School,

Enrique Villanueva High School, Sibulan Science High School, Sibulan National High

School, Sibulan Night High School, Bolocboloc High School and Maslog High School.

Hence, the researcher chose Sibulan in order to be more practical, accessible and

economical.

Limitations of the Study. The study revolved around the demographic profile

and perceived level of creative climate of the school heads and teachers. There was

no assumption that the findings would serve as a representative of the whole DepEd

districts, division, region, and nationwide. The level of climate dimension is based

on the perception of school heads and teachers only.

Research Methodology

This section presents the methods of research, the procedures of the study,

population, sample and sampling technique, research instrument, data collection

procedure and statistical treatment of data used in the study.



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Research Design. The purpose of this study was to determine the demographic

profile, the perceived level of school creative climate and the relationship between

these variables. This study was a combination of descriptive and correlational

research method. The data gathered were quantified, described, and analyzed. Were

these presented in tabular form. The researcher made inferences and generalization

out of the data gathered.

Research Environment. Most of the school heads and teachers are town folks of

Municipality of Sibulan but some are transient. The town of Sibulan is a second-class

municipality of Negros Oriental, Philippines. According to the census 2010, it had a

population of around 51, 519 people with 163.00 km2 (62.93 sq. mi) land area (PSA,

2012). The entire DepED Sibulan is comprised of two districts.

Some of thirty-one public schools are located in upland area and others are

mostly in urban area. District I and II have 11 and 20 public schools, respectively.

These districts are headed by two supervisors, 15 principals, 5 head teachers and 11

teacher in-charge, with 157 public elementary teachers and100 public secondary

teachers.

Research Respondents. The respondents of this study were the school

principals, teachers –in-charge, and teachers of the public elementary and

secondary schools of Sibulan District I and II, Division of Negros Oriental, during the

school year 2017-2018. The distribution of the respondents is presented below.

District No. of School Heads/Principal

No. of Teachers

District I 1. Bolocboloc Elementary School 1 10

2. Bolocboloc High School 1 10

3. Calabnugan Elementary School 1 8



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4. Cangmating Elementary School 1 10

5. Magatas Elementary School 1 8

6. Maslog Elementary School 1 10

7. Maslog High School 1 10

8. Sibulan Central Elementary School 1 10

9. Sibulan National High School 1 10

10. Sibulan Night High School 1 10

11. Tubtubon Elementary School 1 8

District II

1. Balugo Elementary School 1 9

2. Calinawan Elementary School 1 6

3. Cambajao Elementary School 1 4

4. Cantalawan Elementary School 1 4

5. Escaguit Elementary School 1 6

6. Libertad Ong Calderon Memorial Elementary School 1 10

7. Looc Elementary School 1 8

8. Magsaysay Memorial Elementary School 1 10

9. Maningcao Elementary School 1 10

10. San Antonio Elementary School 1 10

11. Tubigon Elementary School 1 7

12. Tubod Bagtic Elementary School 1 2

14. Ajong High School 1 10

15. Balugo High School 1 10

16. Enrique Villanueva High School 1 10

17. Maningcao High School 1 10

18. San Antonio High School 1 10

19. Sibulan Science High School 1 10

20. Tubigon High School 1 7

TOTAL 31 257

There were ten randomly selected teachers in every big school and all

teachers in small schools. This resulted to 31 school heads and 257 teachers from

the mentioned schools as respondents.

Research Instruments. The study made use of a Modified Organizational

Climate Questionnaire (MOCQ). The researcher itemized each area based on the

general statement of Ekvall’s nine creative climate dimensions. This was presented

to the three experts in the field of Educational Management for content validity of

the items. Their suggestions were considered in the improvement of the



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questionnaire. Furthermore, a dry-run was conducted to ensure item reliability

using the Cronbach’s alpha test. Defective items were revised and improved. The

Cronbach’s Alpha Coefficient results are: challenge 0.920, freedom 0.928, idea time

0.818(but remove item no.1), idea support 0.928, trust and openness 0.860,

playfulness and humor 0.917, conflicts 0.894, debates 0.871, and risk-taking 0.962.

Part one is about the demographic profile of the school heads and teachers as

respondents in this study. It included information about the age, educational

attainment, position, and length of service profile of the respondents. Part two is the

nine -item questionnaire. It was presented to the adviser for comments and

corrections and recommendations.

Research Procedure. After the design hearing, the researcher integrated all the

corrections and suggestions of the panel members. The researcher wrote a

permission letter to DepED, division of Negros Oriental, for the conduct of the test,

noted by the adviser and approved also by the chairman of the Graduate School. It

was addressed to the schools division superintendent through the endorsement of

the office of the public schools district supervisor. After securing the official

approval, the administration of questionnaire was undertaken. The survey proper

began right after the approval. Retrieval was done immediately for those who

responded. Tabulation, analysis, and interpretation followed. Confidentiality was

assured to respondents to avoid biases in their self-assessment to their school

creative climate.



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Statistical Treatment of the Data

The statistical tools used in this study were the percentage, mean and

Spearman rank correlation coefficient

Percentage. It is the ratio of the responses to the total. It was used to

determine the percentage of the demographic information of the respondents’

profile.

Weighted mean. This was used in getting the level of climate dimension of

the respondents.

Spearman rank correlation coefficient. This was utilized to identify the

degree of relationship between the profile of the teachers and school heads and

level of climate dimensions (StatisticalCorrelation, 2009).

For quantifying the responses, the following categories, explanations and

corresponding weights were used in this study.

Numerical Value

Weights Verbal description

Equivalent Explanation

5 4.21 - 5.00 Strongly Agree

Very High (VH)

The indicator is manifested, practiced

and observed in school 81%-100% of the time.

4 3.41 - 4.20 Agree High (H) The indicator is manifested, practiced


3 2.61 - 3.40 Moderately

Agree Moderate

(M) The indicator is

manifested, practiced and observed in school 41%-60% of the time.

2 1.81 - 2.60 Disagree Low (L) The indicator is manifested, practiced




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1 1.00 - 1.80 Strongly Disagree

Very Low (VL)

The indicator is manifested, practiced




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Operational Definition of Terms

To ensure better understanding of this study, the following terms are hereby

operationally defined:

Climate. In this study, it refers to a contextual situation at a point in time and the

contemplated and repetitive forms of attitudes, behavior, and feelings that

characterize the life in the organization. It influences organizational judgments

towards one's goals, needs, and social relations.

Conflict. This refers to the presence of personal and emotional tensions in the

organization or school.

Organization Climate. In this particular study, it refers to the set of internal

characteristics that distinguishes one school from another and influences the

behavior of its members.

School climate. In this study, it refers to the psychological environment of the

school which composes four domains: physical, social, emotional and academic. It

shows security and child-friendliness, promotes interaction and communication,

creates self-esteem and a sense of belongingness, and endorses learning and self-

fulfillment among students, faculty, staff, and the community.

School Head. This refers to the school principal or teacher-in-charge of the school

who performs both administrative and supervisory functions. They also serve as an

officer responsible for an elementary or secondary school, usually limited to a single

school or attendance area.

Teachers. In this study, the teacher is a certified instructional staff of the school

who completed a professional curriculum.



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Chapter IInd Interpretation of Data

Presentation, Analysis and Interpretation of Data

This chapter provides information about the data gathered from the survey.

To facilitate better understanding, the tables are systematically arranged to suit the

sequence of the problem. The data were analyzed, statistically treated and

interpreted.

Table 1 Level of Perception of the School Heads and Teachers on School Climate in Terms of Challenge

School Heads (n = 31) Teachers (n = 257)

Challenge xW

VD Equivalent xW

VD Equivalent

1. People in this school usually enjoy their job.

4.42 SA VH 4.35 SA VH

2. The work atmosphere in this school is filled with energy.

4.26 SA VH 4.28 SA VH

3. Most people here strive to do a good job.

4.23 SA VH 4.45 SA VH

4. They desire to improve quality work committed to solving problems.

4.23 SA VH 4.33 SA VH

5. Most people here enjoy contributing to this school.

4.19 A H 4.16 A H

6. People in this school feel deeply committed to their job.

4.19 A H 4.35 SA VH

7. Most people in this school consider their work meaningful and stimulating.

4.19 A H 4.39 SA VH

8. People here take sincere interest in their work.

4.19 A H 4.34 SA VH

Composite 4.24 SA VH 4.33 SA VH

Legend: Scale Verbal Description Equivalent 4.21 – 5.00 Strongly Agree (SA) Very High (VH) 3.41 – 4.20 Agree (A) High (H) 2.61 – 3.40 Moderately Agree (MA) Moderate (M) 1.81 – 2.60 Disagree (D) Low (L) 1.00 – 1.80 Strongly Disagree (SD) Very Low (VL)

Table 1 gives a picture on the level of perception of the school heads and

teachers on school climate in terms of challenge. Based on the table, there is a close



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agreement between the administrators and teacher respondents’ perceptions in the

school climate in terms of challenge. The data further reveal a very impressive

response amongst the respondents that they usually enjoy their job, the work

atmosphere in this school is filled with energy, most people here strive to do a good

job and they desire to improve quality work committed to solving problems. Both

the school heads and teachers have a composite mean 4.24 and 4.33 respectively or

very high on the perceived school climate in terms of challenge. This is indeed very

commendable. It is a manifestation that they are intrinsically motivated and

committed in giving contribution for the success of the organization.

This result is supported by the study of Gulsen and Gulenay (2014) that the

principal plays a crucial role in the formation of the school climate. Further, the

perceived school climate, especially on the commitment, job satisfaction, and

happiness on their job is high. Indeed, the data are the result of how a school head

works for creative climate and how teachers supported their school head.

Table 2 presents the level of perception of the respondents on school climate

in terms of freedom. It can be seen that all eight indicators under school climate in

terms of freedom were given a high rating by the school heads. This means that

there is still a need for the school heads to exercise open-mindedness to

independence in behavior exerted by the people in the school. The particular

indicators that the teachers claimed as clearly manifested and practiced in the

school are the following: they feel free to take individual initiatives, it is common for

people in this school to take their own initiative in solving problems, people here

are confident and act quickly, and they have freedom to define their own work.



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Table 2 Level of Perception of the School Heads and Teachers on School Climate in Terms of Freedom

Indicators School Heads (n = 31) Teachers (n = 257)

xW

VD Equivalent xW

VD Equivalent

1. They feel free to take individual initiatives.

4.16 A H 4.23 SA VH

2. It is common for people in this school to take their own initiative in solving problems.

4.00 A H 4.25 SA VH

3. They have their own choices about their daily work.

3.94 A H 4.19 A H

4. People here are confident and act quickly.

3.90 A H 4.21 SA VH

5. Most people in this school prioritize their work to a rather large extent by themselves.

3.87 A H 4.08 A H

6. There is quite a lot of freedom in this school.

3.87 A H 4.04 A H

7. They have freedom to define their own work.

3.84 A H 4.24 SA VH

8. People in this school make decisions on their own to fairly large extent.

3.71 A H 3.83 A H

Composite 3.91 A H 4.13 A H


The composite means of the school heads and teachers indicated a high equivalent

of 3.91 and 4.13, respectively. This result is supported by the study of Kutsyuruba,

Klinger and Hussain, (2015) wherein they found out that the teachers and students

have a high extent of perception in freedom to present their creativity, initiatives

and classroom plans to their school principal.



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Furthermore, Loukas (2007) supported this result on her study on “What is

School Climate,” she found out that there is high and positive perception of students,

teachers and school staff on their freedom as a member of the school community.

They can always show their creativity, and decides on their own to the large extent.

Table 3

Level of Perception of the School Heads and Teachers on School Climate in Terms of

Idea Time


xW

VD Equivalent xW

VD Equivalent

1. Everybody has an opportunity to work on new idea.

4.39 SA VH 4.31 SA VH

2. Coming up with new ideas is regarded as an important part of the operation of this school.

4.29 SA VH 4.20 A H

3. Time is available to explore new ideas.

4.16 A H 4.16 A H

4. Everybody has enough time to think about his/her ideas.

4.13 A H 4.13 A H

5. The pace of work in this school allows for the testing of new ideas.

4.06 A H 4.07 A H

Composite 4.21 SA VH 4.17 A H


Table 3 presents the level of perception of the respondents on school climate

in terms of idea time. The data connote that the school head respondents’

perceptions range from high to very high with a composite mean of 4.21 which has a

very high equivalent. They perceive that: everybody has an opportunity to work on

new idea, coming up with new ideas is regarded as an important part of the

operation of this school, time is available to explore new ideas, everybody has



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enough time to think about his/her ideas, and they believe that the pace of work in

this school allows for the testing of new ideas. The finding implies that the school

heads have used an ample amount of time elaborating new ideas.

However, the teacher respondents gave a rating of high with a composite

mean of 4.17. This implies that the teachers may need little more time to work with

new ideas expressed by the school heads.

This result conforms to the study of Hipp and Huffman (2003) as they found

out in the survey that principals, faculty, and school staff showed a high perception

on the school climate in terms of their openness to share their ideas with their

colleagues and school heads. They have high extent to expose their new ideas and

creativity, visibility with the key personnel, open opportunities for challenging and

risk taking activities, high confidence of sharing new innovations, high and

improved reflections for both the school heads and teachers.

Table 4 Level of Perception of the School Heads and Teachers on School Climate in Terms of Idea Support



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xW

VD Equivalent xW

VD Equivalent

1. Everybody shares ideas. 4.48 SA VH 4.19 A H

2. People share ideas because they are listened to.

4.48 SA VH 4.14 A H

3. People in this school feel welcome when presenting new ideas.

4.45 SA VH 4.19 A H

4. They feel encouraged generating new ideas.

4.45 SA VH 4.11 A H

5. This school usually accepts new ideas.

4.42 SA VH 4.22 SA VH

6. People in this school receive support and encouragement if they present new ideas.

4.35 SA VH 4.11 A H

7. People in this organization generally dare to take risk to share their ideas, because others listen and encourage them.

4.29 SA VH 4.10 A H

8. People in this school generally dare to take risk to share ideas.

4.26 SA VH 3.93 A H

Composite 4.40 SA VH 4.12 A H


Table 4 reflects the level of perception of the respondents on school climate

in terms of idea support. It is shown in the table that the school head respondents

perceived this particular climate as very high, with a composite mean of 4.40, while

the teachers only rated it as high with a composite mean of 4.12. The school heads

as a leader believe that they are able to create a condition in the workplace where

everybody shares ideas. People share ideas because they are listened to, people in

this school feel welcomed when presenting new ideas, they feel encouraged



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generating new ideas, people in this organization generally dare to take risk to share

their ideas because others listen and encourage them, and generally dare to take

risk to share ideas. This should not be surprising for school heads as leaders are

expected to be risk takers. These findings are different from the study of Arlestig

(2008), which showed that in many Swedish schools, there were signs of

communicative and organizational blindness. In Sibulan, the schools show a

supportive climate, and ideas and suggestions are received in an attentive way by

school heads and workmates and they perceive these as high level.

School leaders and teachers who work together in a meaningful and

purposeful ways have been found to be more likely to remain in the profession

because they feel valued and supported in their work. Teachers who often receive

supports and encouragement from their school heads shows high and positive

perception toward their school climate.

Table 5 displays the level of perception of the respondents on school climate

in terms of trust and openness. Based on the table, it is noticeable that the school

heads rated very high with regards to people in the organization having trust in

each other and the communication between people is straightforward, with a

weighted mean of 4.77 and 4.23, respectively. But the same indicators were only

rated by the teachers as high with a weighted mean of 3.79 and 3.93, respectively.

On the idea that everybody strives to do good job in school, the school heads

responded with weighted mean of 4.19 while the teachers gave a very high

equivalent weighted mean of 4.28. Meanwhile, both the school heads and teachers



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highly perceive conflicts and opposition in this school are dealt with openly with

weighted mean of 4.13 and 3.97 respectively.

Table 5 Level of Perception of the School Heads and Teachers on School Climate in Terms of Trust Openness


xW

VD Equivalent xW

VD Equivalent

1. People here trust each other. 4.77 SA VH 3.79 A H

2. The communication between people in this school is straightforward.

4.23 SA VH 3.93 A H

3. Everybody strives to do good job.

4.19 A H 4.28 SA VH

4. Conflicts and opposition in this school are dealt with openly.

4.13 A H 3.97 A H

5. People here do not talk behind each other’s back.

3.39 MA M 3.35 MA M



The last indicators, people here do not talk behind each other’s back was

rated moderate by all the respondents.

The data further reveal that both school heads and teachers perceive that

trust and openness that exist in the school is high as indicated in their composite

means of 4.14 and 3.86, respectively.

This is supported with the study of Birk and Burk (2000), on communication

supportiveness, that teachers’ perception of the extent to which principals made it

easy for them to do their best work, how free they felt to talk with the principal,



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how encouraging the principal is regarding their upward communication of new

information (including bad and good news) was very high.

Table 6 Level of Perception of the School Heads and Teachers on School Climate in Terms of Playfulness and Humor


xW

VD Equivalent xW

VD Equivalent

1. There are lots of activities in this school.

4.26 SA VH 4.06 A H

2. They have fun when they work.

4.26 SA VH 4.30 SA VH

3. People often engage in laughter.

4.26 SA VH 4.18 A H

4. There is a relaxed atmosphere where jokes and laughter occur often.

4.19 A H 4.19 A H

5. People here exhibit sense of humor.

4.19 A H 4.20 A H

6. Good-natured joking and teasing occur.

4.13 A H 4.13 A H

7. One can usually see many cheerful faces in this school.

4.13 A H 4.21 SA VH

8. The atmosphere here is exciting.

4.13 A H 4.11 A H

9. Spontaneity and ease is displayed in the workplace.

4.13 A H 4.09 A H

10. A playful atmosphere prevails here.

4.10 A H 4.05 A H

11. There is a lot of energy and drive in the operation of this school.

4.06 A H 4.09 A H

Composite

4.17

A

H

4.15

A

H

Legend: Scale Verbal Description Equivalent

4.21 – 5.00 Strongly Agree (SA) Very High (VH) 3.41 – 4.20 Agree (A) High (H) 2.61 – 3.40 Moderately Agree (MA) Moderate (M) 1.81 – 2.60 Disagree (D) Low (L) 1.00 – 1.80 Strongly Disagree (SD) Very Low (VL)



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Table 6 shows the level of perception of the school heads and teachers on

seminary climate in terms of playfulness and humor. The data reveal that the school

heads and teachers were unanimous in judging very high perception in terms of

having fun when they work, with a weighted mean of 4.26 and 4.30, respectively.

This means that school heads and teachers enjoy working in a happy atmosphere.

These findings conform to the study of Jyoti (2013) that organizational positive

climate has strong relationship with work.

The six other indicators are only rated high by both respondents. These are

having a relaxed atmosphere where jokes and laughter occur often, people here

exhibit sense of humor, good-natured joking and teasing occur, and one can usually

see many cheerful faces in this school. The composite means of the respondents are

4.17 and 4.15, respectively.

The result conforms to the study conducted by Yusof (2012) in Pinang

Malaysia. The study found that the level of school climate openness and overall

teachers’ commitment of the 5 selected Elementary and Secondary is high.



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Table 7 Level of Perception of the School Heads and Teachers on School Climate in Terms of Conflicts


xW VD Equivalent xW VD Equivalent

1. People in this school behave in a more mature manner; they have psychological insight and control of impulses.

4.19 A H 4.06 A H

2. They accept and deal effectively with diversity.

4.19 A H 4.05 A H

3. There are no power and territory struggles in this school.

4.00 A H 3.81 A H

4. People in this school can tolerate one another.

3.94 A H 3.71 A H

5. Atmosphere is not filled with gossip and slander.

3.94 A H 3.70 A H

6. It is not common in this school for people to plot against each other.

3.87 A H 3.76 A H

7. There is a good deal of tension due to prestige differences.

3.84 A H 3.91 A H

8. Personal conflict does not exist in this school.

3.77 A H 3.54 A H



Table 7 depicts the level of perception of the school heads and teachers on

school climate in terms of conflicts. As shown, the school heads and teachers have

the same high rating on the school climate in terms of conflicts with a composite

mean of 4.24 and 4.33, respectively. It seems to infer that tension, gossips, power



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struggles still have a minimal effect at the school. Eray (2016) affirmed that conflict

should not be totally ignored in the workplace. It is the task of the administrator to

bring people and organizations together in a fruitful and satisfying union.

In their study, McFarlin and Sweely (2014) reported that 20 percent of

managers’ time is consumed in managing conflict. Both school heads and teachers

deal with conflict in positive and effective way.

Table 8 Level of Perception of the School Heads and Teachers on School Climate in Terms of Debates


xW

VD Equivalent xW

VD Equivalent

1. Different point of views are shared.

4.10 A H 4.12 A H

2. Wide variety of viewpoints is expressed.

4.00 A H 3.98 A H

3. People here often discuss different point of views.

3.97 A H 3.96 A H

4. There is a possibility to discuss difference of opinions.

3.97 A H 3.94 A H

5. Many different points of view are expressed in this school.

3.87 A H 3.96 A H

6. There is a great variety of views in this school.

3.81 A H 3.95 A H

7. There is an exchange of opposing viewpoints.

3.77 A H 3.91 A H

8. People here are not anxious to talk about their ideas.

3.68 A H 3.83 A H

9. Unusual ideas often come up in discussions in this school.

3.61 A H 3.84 A H

10. Many new ideas are floating around in this school.

3.52 A H 3.81 A H





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Table 8 presents the level of perception of the school heads and teachers on

school climate in terms of debates. The data reveal that the school heads and

teachers rated high in all given indicators with the composite mean 3.83 and 3.93,

respectively. This implies that the respondents unanimously expressed that their

voices and views are sometimes influenced by people in authority. This result

further conforms to the study of Yusof (2012) that there is a “high” level of

perception of both teachers and principals on the “openness” and teachers

commitment.

Table 9 Level of Perception of the School Heads and Teachers on School Climate in Terms of Risk-Taking


xW

VD Equivalent xW

VD Equivalent

1. There is a follow through of new ideas in this school.

3.77 A H 3.75 A H

2. There is a clear tendency for risk taking in this school.

3.77 A H 3.57 A H

3. People move forward even in case of uncertainty

3.61 A H 3.49 A H

4. They are likely to put forward new or untested ideas.

3.61 A H 3.52 A H

5. They venture into unknown areas/fields.

3.45 A H 3.40 A H

6. People here often venture into unknown territory.

3.42 A H 3.35 A H

7. They can take bold action even if the outcome is unclear.

3.42 A H 3.34 A H





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Table 9 presents the level of perception of the school heads and teachers on

school climate in terms of risk taking. The findings reveal that the school heads and

teacher respondents’ responses have a composite mean of 3.58 and 3.49,

respectively (high value). Generally, there is a meeting of minds between the two

groups of respondents. This finding may imply that there is promptness of response

to arising opportunities.

This result conforms to the study of Birk and Burk (2000) that teachers

perceived “high” risk-takers on the new innovation the schools are proposing. The

teachers and principals are less defensive when communicating with one another as

there is an open climate environments. Thus, venturing on the schools improvement

is not a problem since majority in the organization are risk takers.



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Table 10 Summary Table of the Level of Perception of the School Heads and Teachers on Nine School Climate Dimensions

Dimensions School Heads (n = 31) Teachers (n = 257)

xW

VD Equivalent xW

VD Equivalent

1. Challenge 4.24 SA VH 4.33 SA VH

2. Freedom 3.91 A H 4.13 A H

3. Idea Time 4.21 SA VH 4.17 A H

4. Idea Support 4.40 SA VH 4.12 A H

5. Trust and Openness 4.14 A H 3.86 A H

6. Playfulness and Humor 4.17 A H 4.15 A H

7. Conflicts 3.97 A H 3.82 A H

8. Debates 3.83 A H 3.93 A H

9. Risk-Taking 3.58 A H 3.49 A H


Table 10 reveals the summary of the level of perception of the school heads

and teachers on nine school climate dimensions. The findings reveal that the school

heads and teachers have a very high perception on the school climate dimensions in

terms of challenge with weighted means of 4.24 and 4.33 respectively. In these

results, the school heads and teachers invest high energy in experiencing joy and

meaningfulness in their job.

Moreover, the school heads perceive themselves to have a very high rating

on the school climate in terms of idea time and idea support with weighted means



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4.21 and 4.40 respectively. This implies that the school heads of Sibulan District

consider their work motivating and stimulating wherein they are encouraged and

given enough time to share their valuable ideas and they work on new ideas for

creative outcomes.

However, Igbal’s (2011) findings contradict this result. In his study in

identifying Ekvall’s creative climate dimensions in Pakistani Industrial

organizations, he found out that the employees in their organization did not get

sufficient time for creative outcomes.

Furthermore, the school heads have a high perception on the school climate

dimensions in terms of trust and openness, playfulness and humor, conflicts,

debates, and risk-taking with weighted means of 4.14, 4.17, 3.97, 3.83 and 3.58,

respectively. On the other hand the teachers have a high rating of the school climate

dimensions in terms of freedom, idea time, idea support, trust and openness,

playfulness and humor, conflicts, debates, and risk-taking with weighted means of

4.13, 4.17, 4.12, 3.86, 4.15, 3.82, 393 and 3.49, respectively.

In general, the data show that not all of the nine climate dimensions are

perceived by the respondents as very high. There is therefore still room for

improvement and more efforts can still be exerted in order to have a creative school

climate.



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Table 11 Difference between the School Heads’ and Teachers’ Perception of the Schools Climate Climate Dimensions

Mean Ranks z-value

p-value

Decision Remark School Heads (n = 31)

Teachers (n =257)

1. Challenge 127.69 146.53 1.198 0.231 Do not reject Ho1

Not significant

2. Freedom 122.37 147.17 1.571 0.116 Do not reject Ho1

Not significant

3. Idea Time 146.13 144.30 0.117 0.907 Do not reject Ho1

Not significant

4. Idea Support 172.55 141.12 2.002 0.045 Reject Ho1 Significant


159.27 142.72 1.051 0.293 Do not reject Ho1

Not significant


142.50 144.74 0.142 0.887 Do not reject Ho1

Not significant

7. Conflicts 157.11 142.98 0.895 0.371 Do not reject Ho1

Not significant

8. Debates 127.45 146.56 1.213 0.225 Do not reject Ho1

Not significant

9. Risk-Taking 150.26 143.81 0.411 0.681 Do not reject Ho1

Not significant

Level of Significance = 0.05

The data in Table 11 present the difference between the school heads’ and

teachers’ perception of the schools’ climate. It illustrates that there is a significant

difference between the perceptions of the school heads and teachers on the schools

climate dimensions in idea time support with the p-value (0.045) is less than the

level of significance (0.05). This implies that the school heads (mean ranks= 172.55)

have a higher perception than the teachers (mean ranks=141.12). Likewise as

reflected on Table 10, the weighted mean of the former group (Wx=4.40) is also

greater than the weighted mean of than the latter group (Wx=4.12). On the other



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hand, the data further reveal the difference between the school heads and teachers’

perception in terms of challenge, freedom, idea time, trust and openness,

playfulness and humor, conflicts, debates, and risk-taking. This result is supported

by the study of Yusof (2012), found out that there is a positive correlation between

the school climate dimensions and school heads and teachers perceptions. The

regression analysis shows that only professional teachers’ behavior made a

significant contribution different to teachers’ commitment.

The rest of the variable the p-value are greater than the level of significance

(0.05). Therefore, there is no significant difference between the school heads’ and

teachers’ perception of the schools climate.

The data in Table 12 reveal the relationship between the teachers’ profile

and their perception of the schools climate. It is clear that teachers’ position is

significantly and inversely related to the enumerated nine climate dimensions as

challenge, freedom, idea time, idea support, trust and openness, playfulness and

humor, conflicts, debates, and risk-taking. All the p-value are less than the level of

significance (0.05). However, the degree of relationship is weak, which means that

as the position of the teachers becomes high their perception of the nine climate

becomes low. This is because as they get promoted to higher positions their

standard of evaluating the climate dimensions becomes high as well.



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Table 12 Relationship between the Teachers’ Profile and Their Perception of the Schools Climate (n =257)

Climate Dimensions Age Educational Attainment

Position Length of Service

1. Challenge rs = 0.050 p = 0.423

rs = 0.050 p = 0.429

rs = -0.185 p = 0.003

rs = -0.152 p = 0.014

2. Freedom rs = 0.007 p = 0.912

rs = 0.015 p = 0.816

rs = -0.145 p = 0.020

rs = 0.117 p = 0.060

3. Idea Time rs = 0.006 p = 0.922

rs = 0.049 p = 0.430

rs = -0.147 p = 0.019

rs = 0.091 p = 0.147

4. Idea Support rs = 0.064 p = 0.305

rs = 0.040 p = 0.525

rs = -0.211 p = 0.001

rs = -0.134 p = 0.031


rs = 0.018 p = 0.774

rs = 0.137 p = 0.028

rs = -0.215 p = 0.001

rs = 0.089 p = 0.153


rs = 0.111 p = 0.076

rs = 0.112 p = 0.072

rs = -0.241 p = 0.000

rs = 0.207 p = 0.001

7. Conflicts rs = 0.022 p = 0.726

rs = 0.063 p = 0.316

rs = -0.208 p = 0.001

rs = 0.104 p = 0.096

8. Debates rs = 0.112 p = 0.074

rs = 0.005 p = 0.942

rs = -0.228 p = 0.000

rs = -0.167 p = 0.007

9. Risk-Taking rs = -0.174 p = 0.005

rs = 0.040 p = 0.525

rs = -0.206 p = 0.001

rs = -0.125 p = 0.045


Legend: Value of r Strength of Relationship (Statistical Correlation, 2009) Between ± 0.50 to ± 1.00 ± strong relationship Between ± 0.30 to ± 0.49 ± moderate relationship Between ± 0.10 to ± 0.29 ± weak relationship Between ± 0.01 to ± 0.09 ± very weak relationship

The data further display that the teachers’ length of service is significantly

related to the enumerated nine climate dimensions as challenge, idea support and

playfulness and humor, debates and risk taking. All the p-values are less than the

level of significance (0.05). However, the degree of relationship is weak.

The data further show that the teachers’ age is significantly related to the

enumerated nine climate dimensions as risk taking. Similarly, the educational



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attainment of the teachers is significantly related to the enumerated climate

dimensions as trust and openness. However, the degree of relation is weak.For the

rest of the variables the p-values are greater than the level of significance (0.05).

Thus the null hypothesis is not rejected. This means that age and educational

attainment have no relationship with the nine climate dimensions.

Table 13 Relationship between the following School Heads’ Profile and Their Perception of the Schools Climate (n = 31)

Climate Dimensions Age Educational Attainment

Position Length of Service

1. Challenge rs = 0.070 p = 0.710

rs = 0.082 p = 0.662

rs = 0.137 p = 0.464

rs = 0.012 p = 0.950

2. Freedom rs = 0.099 p = 0.598

rs = 0.333 p = 0.068

rs = 0.019 p = 0.919

rs = 0.144 p = 0.440

3. Idea Time rs = 0.042 p = 0.820

rs = 0.069 p = 0.713

rs = 0.165 p = 0.375

rs = 0.050 p = 0.788

4. Idea Support rs = 0.056 p = 0.765

rs = 0.008 p = 0.965

rs = 0.037 p = 0.844

rs = 0.037 p = 0.844


rs = 0.021 p = 0.910

rs = -0.426 p = 0.017

rs = 0.16 p = 0.533

rs = 0.173 p = 0.352


rs = 0.140 p = 0.451

rs = 0.024 p = 0.897

rs = 0.378 p = 0.036

rs = 0.159 p = 0.394

7. Conflicts rs = 0.147 p = 0.429

rs = 0.334 p = 0.066

rs = 0.131 p = 0.482

rs = 0.138 p = 0.460

8. Debates rs = 0.250 p = 0.174

rs = 0.326 p = 0.073

rs = 0.121 p = 0.517

rs = 0.069 p = 0.714

9. Risk-Taking rs = 0.234 p = 0.206

rs = 0.011 p = 0.955

rs = 0.082 p = 0.662

rs = 0.005 p = 0.980


Legend: Value of r Strength of Relationship (Statistical Correlation, 2009) Between ± 0.50 to ± 1.00 ± strong relationship Between ± 0.30 to ± 0.49 ± moderate relationship Between ± 0.10 to ± 0.29 ± weak relationship Between ± 0.01 to ± 0.09 ± very weak relationship



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The data in Table 13 reveal the relationship between the school heads’

profile and their perception of the schools climate. The findings reveal that the

educational attainment of the school heads is significantly and inversely related to

their perceptions in terms of trust and openness. The p-value (0.017) is less than the

level of significance (0.05); the inverse and moderate relationship means that the

more educated or the higher the qualification of the school heads become, the

higher is their trust to the people in the organization.

Also the higher the position of the school head, the higher is their humor and

playfulness (rs = 0.378, p = 0.036 < 0.05). The degree of relationship is moderate.

As to age, the p- values are found greater than the level of significance (0.05);

hence, it is not significant.

As to educational attainment, the tabulated p- values are found greater than

the level of significance (0.05); hence, it is not significant.

As to position, the p- value (0.0375) for idea time and p-value (0.036) of

playfulness and humor were found less than level of significance (0.05), which

showed an inverse and moderate relationship. On the other hand the higher the

position of the school head the higher is their humor and playfulness (rs = 0.378, p =

0.036 < 0.05). The degree of relationship is moderate.

What Prayer (2011) found in his study may also be true in this study, which

showed a positive relation between playfulness in adults and academic

achievement. Dubrin (2015) also added that people who occupy high-status roles

joke at a higher rate than those of lesser status and tend to be more successful at

eliciting laughter from others.



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As to length of service, the p- values are found greater than the level of

significance (0.05); hence, it is not significant.

For the rest of the variables, the p-values are greater than the level of

significance (0.05). Thus the null hypothesis is not rejected. This means that the

school heads’ age, educational attainment position and length of service have no

relationship with the nine climate dimensions (Wilson, 2009).



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Chapter III Chapter III: Summary of Findings, Conclusion, and Restatement of the Problem

Summary of Findings, Conclusion, and Restatement of the Problem This chapter presents a summary of the findings, conclusions, and the

corresponding recommendations. These are presented based on the order of the

sub-problems presented in Chapter I and reiterated in Chapter III.

Restatement of the Problem

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.

Specifically, the study sought to answer the following questions:

1. What is the level of perception of the school heads and teachers in the following

nine climate dimensions:

1.1 Challenge;

1.2 Freedom;

1.3 Idea Time;

1.4 Idea Support;

1.5 Trust and Openness;

1.6 Playfulness and Humor;

1.7 Conflicts;

1.8 Debates; and

1.9 Risk-taking?

2. Is there a significant difference between the school heads’ and teachers’

perception of the schools’ climate?



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3. Is there a significant relationship between the following teachers’ profile and the

teachers’ perception of the schools climate:

3.1 age;

3.2 educational attainment;

3.3 position; and

3.4 length of service?

4. Is there a significant relationship between the following school heads’ profile

and the school heads’ perception of the schools climate:

4.1 age;

4.2 educational attainment;

4.3 position; and

4.4 length of service?

Summary of Findings

The findings gleaned from this study are summarized as follows:

1. The Level of Perception of the School Heads and Teachers in Nine Climate Dimensions

The school heads and teachers had the following perceptions as to the school

climate in terms of the nine climate dimensions as challenge, freedom, idea time,

idea support, trust and openness, playfulness and humor, conflicts, debates, and risk

taking.

Challenge. The administrators and teachers perceived the school climate in

terms of challenge as very high with a composite mean 4.24 and 4.33, respectively.

Freedom. Both the respondents perceived the school climate in terms of

freedom as high with a composite mean of 3.91 and 4.13, respectively.



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Idea time. The School heads perceived the school climate in terms of idea

time as very high with a composite mean of 4.21, but the teachers rated it as high

only with a composite mean of 4.17.

Idea support. The school heads perceived very high in all items under idea

time with a composite mean of 4.40, but the teachers only rated it as high with a

composite mean of 4.12.

Trust and openness. Both the school heads and teachers revealed a high

rating of the school climate in terms of trust and openness that exist in the school

with composite means of 4.14 and 3.86, respectively.

Playfulness and humor. The figures confirmed that both school heads and

teachers’ perception in terms of the presence of playfulness and humor in school is

rated as high with composite mean of the respondents are 4.17 and 4.15,

respectively.

Conflicts. The findings disclosed that both school heads and teachers’

perception on school climate in terms of conflict is generally high with composite

mean of 4.24 and 4.33, respectively.

Debates. The data signified that the school heads and teachers rated high in

all given indicators on school climate in terms of debates with composite mean of

3.83 and 3.93, respectively.

Risk Taking. The findings reveal that the school heads and teacher

respondents unanimously perceived high on the school climate in terms of risk

taking with composite means of 3.58 and 3.49, respectively.

2. Significant Difference between the School Heads’ and Teachers’ Perception of the Schools Climate



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The findings showed that there is a significant difference between the

perceptions of the school heads and teachers on the schools climate dimensions in

terms of idea support. The null hypothesis is rejected since the p-value (0.045) is

less than the level of significance (0.05).

However, the findings further revealed that there is no significant difference

between the perceptions of the school heads and teachers on the schools’ climate

dimensions in terms of challenge, freedom, idea time, trust and openness,

playfulness and humor, conflicts, debates, and risk-taking as shown in the p-values

that are found greater than the level of significance (0.05)

In general, the data had shown that that the p-value of other areas of school

climate dimensions are greater than the level of significance (0.05). Thus the null

hypothesis is accepted. This means that there is no significant difference between

the perceptions of the school heads and the teachers of the schools climate.

3. Relationship between the Teachers’ Profile and Their Perception of the Schools Climate

The study found out that teacher’s position is significantly and inversely

related to the enumerated nine climate dimensions as challenge, freedom, idea time,

idea support, trust and openness, playfulness and humor, conflicts, debates, and

risk-taking. All the p-value are less than the level of significance (0.05).

Additionally, the study suggested that the teachers’ length of service is

significantly related to the enumerated nine climate dimensions as challenge, idea

support, playfulness and humor, debates and risk taking except freedom, idea time,

trust openness and conflicts all the p-values are less than the level of significance

(0.05). However, the degree of relationship is weak.



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The data further showed that the teachers’ age is significantly related to the

climate dimension risk taking. Same with the educational attainment of the teachers,

it is significantly related to the climate dimensions trust and openness. However, the

degree of relation was weak.

The rest of the variables had a p-value that were greater than the level of

significance (0.05). Thus the null hypothesis is not rejected. This means that age and

educational attainment have no relationship with the nine climate dimensions.

4. Relationship between the School Heads’ Profile and Their Perception of the Schools Climate

As to the relationship between the school heads’ profile and their

perception of the schools climate, the findings revealed that the educational

attainment of the school heads is significantly and inversely related to their

perceptions in terms of trust and openness. The p-value (0.017) is less than the level

of significance (0.05).

On the other hand, the higher the position of the school head the higher is

their humor and playfulness (rs = 0.378, p = 0.036 < 0.05). The degree of

relationship is moderate.

However, the rest of the variables had a p-value that are greater than the

level of significance (0.05). Thus, the null hypothesis is not rejected. This means that

the school heads’ age and length of service had no relationship with the nine climate

dimensions.

Conclusions



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Based on the findings just presented, the following conclusions were

formulated to answer the specific questions:

1. Both the teachers and the school heads have a high extent of perceptions in the

following areas of school climate dimensions: freedom, trust, and openness,

playfulness and humor, conflicts, debate, and risk taking. On the other hand, they

differ on the following areas with school heads and teachers rating as very high

and high, respectively: idea time and idea support. Furthermore, they have the

same very high extent of perception in the area of challenge. This implies that

despite a tinge of differences in their perception of the various school

dimensions, it can be inferred that they highly see all of these as contributors to

the climate of the schools’ environment.

2. There is a significant difference between the perceptions of the school heads and

teachers on the schools climate dimensions in terms of idea support in favor of

the school heads. Thus, in resonance to the acclaimed overall climate that school

heads are expected to establish in their turf of management.

3. The position of the teachers is significantly and inversely related to the

enumerated nine climate dimensions as challenge, freedom, idea time, idea

support, trust and openness, playfulness and humor, conflicts, debates, and risk-

taking. The same with the teachers’ length of service is significantly related in

the area of challenge, idea support and playfulness and humor, debates and risk

taking. The teachers’ age is significantly related to risk taking. Also, the

educational attainment of the teachers is significantly related in terms of trust

and openness. However, the degree of relation is weak. Hence, suggest that in



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one way or another, a teachers’ profile portrays a role in the manner they

perceive their environment.

4. The educational attainment of the school heads is significantly and inversely

related to their perceptions in terms of trust and openness. Thus, further proved

that their academic status helps them imbibe a certain degree of emotional

safety and openness in relationships.

Recommendations

In the light of the results of this study, the following are hereby

recommended:

1. The school climate as perceived by the school heads and teachers have been

found that most of school climate dimensions were rated high only. Hence, the

District Supervisors and school heads need to recognize the importance of their

organizational climate. They are encouraged to initiate activities which can

improve on the results of not very high dimensions such as freedom, idea

support, trust and openness, playfulness and humor, conflicts, debates, and risk

taking.

2. Both the school heads and teachers are encourage to collaboratively work on

the crafting and planning of School Improvement plan. The school head

facilitates and the teachers are given the opportunity to actively participate,

share ideas, and assume leadership roles in establishing priorities, setting goal

and formulating projects which promote school climate creativity and

innovation.



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3. The school heads and teachers may endeavor to understand the climate of their

school by holding a monthly School Learning Action Cell (SLAC). In the

Department of Education, a Learning Action Cell is a group of teachers who

engage in collaborative learning sessions to solve shared challenges

encountered in the school facilitated by the school head or a designated LAC

Leader. The SLAC topics to be discussed will encourage the workforce to share

their innovation ideas or new techniques to improve the school climate.



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