A PHILIPPINE RURAL SCHOOL’S ORGANIZATIONAL CLIMATE, TEACHERS’ PERFORMANCE, AND MANAGEMENT COMPETENCIES

Abstract

This 2016 cross-sectional inquiry used quantitative and thematic content analysis to determine the organizational climate (OC) with empirical and theoretical relation to the teachers’ performance (TP) and management competencies (MC) of a rural, K-12, private school in the Philippines. Analyses from a focus group discussion (FGD) was done using strengths, weaknesses, opportunities, and threats (SWOT) analysis and a balanced score card. The study revealed that the Philippine rural school’s level of OC, TP, and their subdomains were high, but MC yielded basic proficiency. Under OC, it was found out that the higher the designated position the greater is the sense of teamwork. High-positioned females that have attained tenure were also found to be more committed. In terms of TP, this study also established between the ability of younger teachers with experience to better handle diverse students, master their pedagogy, do better in planning, assessing, and reporting the learners’ outcomes, create better learning environments, and has social regard for learning. Male teachers tend to acknowledge better the management competence in terms of personal integrity and interpersonal effectiveness. The findings of this study are intended to supplement to the dearth of researches in the database of rural education in the Philippines.