Organizational Citizenship Behaviors, Collective Teacher Efficacy and Student Achievement in Public Elementary Schools in Lipa City, Batangas

Abstract

INTRODUCTION

In the article Philippine Education: Roadmap and Challenges (Arellano, 2010), the poor and declining quality of education is clearly shown by the consistently low scores obtained by pupils in achievement tests administered by the DepEd over the years. The mediocre performance of students partly reflects the poor quality and lack of competencies of teachers to handle the subjects they teach. With the mentioned quality gap in the Philippines, this research study attempts to uncover two factors that relate to student achievement -the organizational citizenship behavior and collective teacher efficacy, specifically in the selected public elementary schools in Lipa City.

METHODS

The correlational research design was used in this study in identifying the perceptions of the public elementary school teachers in terms of the organizational citizenship behavior and collective teacher efficacy, and how these two variables relate to student achievement. This is a specific type of non-experimental design used to describe the relationship between or among variables. It provides empirical evidence suggesting two or more variables are or are not related.

RESULTS

Results of the study show that in terms of the teachers' perception of organizational citizenship behaviors, the teacher committees are productive in their school and that teachers give suggestions for system improvement of the school. In terms of collective teacher efficacy, it was evident that instilling discipline in terms of controlling disruptive behavior got the highest mean rating. Lastly, there are no significant relationships established between organizational citizenship behavior and student achievement, and collective teacher efficacy and student achievement.

DISCUSSIONS

Since there are no relationships established between OCB and student achievement, also between CTE and student achievement as reflected from the result of the study, other measures of student achievement can be considered. Teachers must monitor achievement regularly using a variety of formal and informal assessments for both individual students and the class as a whole. Student learning is also reflected in a broad array of outcome measures, including attendance, participation, engagement, and motivation. In essence, it is an increase in achievement that constitutes learning.