Chapter.1 Researchguidesample

CHAPTER l
THE PROBLEM AND ITS SETTING
Introduction
The success of any educational institution regardless of its size, nature of
operation, whether it is publicly or privately run, is reflected by the professional
performance of its teachers. This favorable outcome relies mainly on the
prevailing organizational climate and administrative style of its administrators that
affect the professional performance of teachers. Administrators who create
favorable organizational climate and provide administrative style that can
transform people inside the institution into valuable and productive team
members could improve the overall teacher professional performance.
Essentially, the professional performance of teachers is reflective of the
overall school culture. In most cases, the status of the school is based on the
line-up of teachers that it has in its fold. In a school where most of its teachers
are highly qualified, experts and experienced, the expectation of the community
is that the culture that reigns in that school is near-the-ideal. In contrast, if the
school is peopled by teachers who are complacent and mediocre, then the
students are most likely low performers.
But the professional performance of teachers may also be attributed to
school leadership and organizational climate. For even if the teacher is highly
qualified and full of expertise, if s/he is assigned to a school administered by an
inconsiderate school head, then the performance of the former might get
affected, if not compromised for the worse. Similarly, a school that is staffed by
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congenial and cooperative teachers might transform an introvert teacher to
somebody who can well relate with others.
East Maasim District is reputedly known for its favorable organizational
climate complemented by being administered by highly-driven school heads.
These factors are contributory to the average performance of the district in terms
of overall school performance.
The researcher being a teacher under the said district is, therefore,
inclined to determine the existence or inexistence of a significant relationship
among organizational climate, administrative styles and the professional
performance of the teachers.
Hence, this study.
Statement of the Problem
The study seeks to determine the significant relationship among
organizational climate, administrative styles and professional performance of
teachers in East Maasim District.
Specifically, it seeks to find answers to the following questions:
1. How do the school administrators and teachers in East Maasim
District describe their organizational climate in the aspects of :
1.1. Physical Resources;
1.2. Human Resources;
1.3. Instructional Resources; and,
1.4. Processes?
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2. Is there a significant difference in how the school administrators and
teachers assess the organizational climate in East Maasim District?
3. To what extent do the school administrators practice the following
administrative styles, viz.:
3.1. Directive;
3.2. Consultative; and,
3.3. Free-rein?
4. Is there a significant difference in the school administrators’ practice of
the administrative styles when grouped according to number of years
in the service?
5. What is the professional performance of the teachers based on the
Individual Performance Commitment and Review Form in
consideration of the following components, namely:
5.1. Teaching-learning Process;
5.2. Pupils’ outcomes;
5.3. Community Involvement;
5.4. Professional growth and development; and,
5.5. Advisory and ancillary management?
6. Is there a significant relationship between organizational climate and
the professional performance of teachers?
7. Is there a significant relationship between the practice of administrative
styles and the professional performance of teachers?

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Hypotheses of the Study
The following null hypotheses were formulated for testing at the 0.05 level
of significance.
Ho1: There is no significant difference in how the school administrators
and teachers assess the organizational climate in East Maasim
District.
Ho2: There is no significant difference in the school administrators’
practice of the administrative styles when grouped according to
number of years in the service.
Ho3: There is no significant relationship between organizational climate
and the professional performance of teachers.
Ho4: There is no significant relationship between the practice of
administrative styles and the professional performance of
teachers.
Significance of the study
This study will serve as guide for the administrators of public schools
in East Maasim District, Division of Sarangani in examining and strengthening
their administrative practices inorder to improve the overall professional
performance of their teachers and the organizational climate of their respective
institution. Moreover, this study will also provide information on how to capitalize
organizational climate and administrative style inorder to improve professional
performance of teachers in the public school sector.

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Likewise, the result of the study will continue to give the researcher wider
knowledge and deeper understanding of the characteristics and importance of
organizational climate and administrative style in relation to the overall
professional performance of teachers.
Finally, the result of the study will be added in the literatures concerning
the influence of organizational climate and administrative style on the
professional performance of teachers in the public school sector.
Scope and Delimitation of the Study
The study will focus on determining the degree of influence of
organizational climate and administrative style in the professional performance of
teachers in East Maasim District, Division of Sarangani, as determine by their
administrators and teachers.

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CHAPTER l

THE PROBLEM AND ITS SETTING

The success of any educational institution regardless of its size, nature of

operation, whether it is publicly or privately run, is reflected by the professional

performance of its teachers. This favorable outcome relies mainly on the

prevailing organizational climate and administrative style of its administrators that

affect the professional performance of teachers. Administrators who create

favorable organizational climate and provide administrative style that can

members could improve the overall teacher professional performance.

Essentially, the professional performance of teachers is reflective of the

students are most likely low performers.

But the professional performance of teachers may also be attributed to

qualified and full of expertise, if s/he is assigned to a school administered by an

congenial and cooperative teachers might transform an introvert teacher to

somebody who can well relate with others.

East Maasim District is reputedly known for its favorable organizational

climate complemented by being administered by highly-driven school heads.

of overall school performance.

inclined to determine the existence or inexistence of a significant relationship

among organizational climate, administrative styles and the professional

performance of the teachers.

Hence, this study.

Statement of the Problem

The study seeks to determine the significant relationship among

organizational climate, administrative styles and professional performance of

teachers in East Maasim District.

Specifically, it seeks to find answers to the following questions:

1. How do the school administrators and teachers in East Maasim

District describe their organizational climate in the aspects of :

1.1. Physical Resources;

1.2. Human Resources;

1.3. Instructional Resources; and,

2. Is there a significant difference in how the school administrators and

teachers assess the organizational climate in East Maasim District?

3. To what extent do the school administrators practice the following

administrative styles, viz.:

3.2. Consultative; and,

4. Is there a significant difference in the school administrators’ practice of

the administrative styles when grouped according to number of years

5. What is the professional performance of the teachers based on the

Individual Performance Commitment and Review Form in

consideration of the following components, namely:

5.1. Teaching-learning Process;

5.2. Pupils’ outcomes;

5.3. Community Involvement;

5.4. Professional growth and development; and,

5.5. Advisory and ancillary management?

6. Is there a significant relationship between organizational climate and

the professional performance of teachers?

7. Is there a significant relationship between the practice of administrative

styles and the professional performance of teachers?

Hypotheses of the Study

Ho1: There is no significant difference in how the school administrators

and teachers assess the organizational climate in East Maasim

Ho2: There is no significant difference in the school administrators’

practice of the administrative styles when grouped according to

number of years in the service.

Ho3: There is no significant relationship between organizational climate