Organizational Climate and Productivity of Public Elementary Schools

Abstract

The study aimed to determine the organizational climate and
productivity of public elementary schools. Specifically, it sought to
determine if there is a significant difference in the organizational
climate and organizational productivity when grouped according
to school administrator profile, teacher profile, and school profile.
It also examined for significant relationship between the schools’
organizational climate and productivity. The participants include
the public elementary school administrators and teachers of the
District of Cabagan, Division of Isabela. The study used descriptive
correlational research design. The organizational climate in terms of
teacher interaction varies with teachers’ age and pupil population. The
disparities in age and number of pupils tend to gap the teachers from
interacting with one another. The schools’ organizational productivity
in terms of NAT performance varies with teachers’ length of service
and educational attainment. The teachers’ vigor and enthusiasm
together with educational foundation contribute in the performance
of the learners. Organizational productivity both in terms of NAT
performance and faculty competence are not generally associated with
the organizational climate of the school. The teachers’ professionalism
and ability to accomplish tasks and perform duties and responsibilities
regardless of work environment are deemed crucial which determines
the faculty competence.