A Proposed School-Based Program Encouraging The Practice of School Environment Elements

Abstract

INTRODUCTION

Organizational culture and climate have been described as overlapping concepts (Miner 2012) that offer a distinction between climate and culture, with school or organizational climate being viewed from a psychological perspective and school culture viewed from an anthropological perspective. In this paper, the examination of these elements is the focus and the researcher offer practical suggestions to help the teachers awaken the learners in the classroom and the school. This study needs to determine the making of awakening atmosphere of BNHS Junior High teachers using the profile, elements, and programs.

METHOD

This study utilized the descriptive design because of its appropriateness to the study. Descriptive research seeks to describe the current status of an identified variable. It helps provides answers to the questions who, what, when, where, and how. It is associated with a particular problem. Descriptive research is used to obtain information concerning the current status of a phenomena and to describe "what exists" with respect to variables and conditions in a situation (Given, 2007). After gathering all the data, statistical treatment follows: frequency and percentage, Weighted Mean, and ANOVA.

RESULTS

This study hypothesizes that there are no significant differences on the elements used by teachers in encouraging growth. In addition, there is no significant relationship between the profile and the elements in encouraging growth in the classroom by the teacher-respondents. It also shows that despite the educational attainment of the majority, most of the teachers still belong to T1-T3 rank. This is true because science has different specializations and it has to be handled by a specialized teacher. The variable with the lowest weighted mean is Identity and this can be attributed to the fact that teacher-applicants came from different provinces.

DISCUSSIONS

The above findings and conclusions show that tenured school heads must encourage teachers to enroll in the Graduate school to gain professional growth. Since there is no significant difference in the teacher-respondents in promoting a positive school environment, the researcher recommends a program, wherein the activities are geared toward enhancing the school environment which includes culture, climate, safety, identity, and belonging.