CHAPTER I

INTRODUCTION

The advancement of a country can be understood by the degree to which the

devotion of a society, nation or state is to the implementation of national education.

Through education, an individual will be prepared to have a variety of skills, values

and attitudes required to function productively. School for the achievement of national

growth priorities as an educational agency. Human resources, consisting of the

principal, teachers, students, administrative personnel, and other educational staff in

the management of the school organization, rely on one of the successful

educational goals in schools (Amankwah & Guo-Hua, 2020).

In the school setting, the components of organizational representatives have

an important role to play in the advancement of education. Organizational culture will

be formed by the relationship between members. Organizational culture can be

described in basic terms as a way of thought, a way of working, a way of handling

employees in the execution of their respective duties. Addition, success is said to be

the product of organizational cultural values, indicating that performance is often a

representation of current cultural values. As a self-identity and as a sensation of pride

in the school, each school must establish its own school culture. In the general

community, school culture is a trait, character or character and picture of the school

(Davis, 2018).

In the general community, school culture is a feature, character or character

and identity of the school. Superior quality work and work may be realized if it is

backed by superior quality intellectual resources. A school culture would mean the

strength of these intellectual capitals (Amankwah & Guo-Hua, 2020).

The issue of organizational culture is now one of the fundamental pillars for

understanding how schools promote equity, inclusion, and democracy. The global
 2

movement to rationalize school networks, the establishment of school clusters in

certain countries and the expansion of the principles of new public management have

contributed to recent analysis on the cultural and symbolic dimensions of the school,

demanding new, more pluralistic perspectives, less bound by compartmentalized and

one-dimensional views. The adoption of the term “organizational culture”, driven by

international political agendas tends to be interpreted as a simple variable, beholden

to other agendas: management and leadership, success, learning, school dropout

rates, and results (Connolly & Kruise, 2019).

Wesly (2015) argues that job performance is defined as worker's outcomes in

achieving organizational objectives in which he/she works. According to Wesly, job

performance is defined as the outcome of the worker achieving the goals of the

organization in which he works. According to Usman, as a teacher and educator,

teachers are one of the determinants of the success of every education. This

indicates that the existence of a low-quality education relationship is partly due to the

low performance of teachers. Teacher performance should always be improved given

the challenges of education to produce quality human resources that can compete in

the increasingly tight global era. The performance of the teacher (performance) is the

result achieved by the teacher in carrying out the tasks assigned to him based on his

skills, experience, and sincerity as well as the efficient and effective use of time.

Efforts to generate teacher performance optimally need to identify the factors that

influence it. Theoretically and based on previous research studies, then quite a few

factors that can affect performance, including organizational culture, and trust. First is

the work culture. Work culture aims to build human resource confidence or instill

certain values that underlie or influence attitudes and behaviors consistent and

commitment to familiarize a way of working in their respective working environments

(2015).
 3

Furthermore, Hill and Jones stated, "Organizational culture is the collection of

norms and values that governs the way in which people act and behave in the

organization." Organizational culture is a collection of norms and values that govern

the way in which people act and behave in organizations. Second, in addition to work

culture, other factors that affect the success of an education system are trust.

. According to Rivai, organizations that have good leadership will be easy in

laying the foundation of trust on their members, while organizations that do not have

good leadership will be difficult to gain the trust of its members. In his statement Bello

says good quality relationships built on respect and trust are the most important

determinants of organizational success. Ethical leaders should understand that these

kinds of relationships germinate and grow in the deep rich soil of fundamental

principles such as trust, respect, integrity, honesty, fairness, equity, justice, and

compassion. This explains that good quality relationships built on respect and trust

are the most important determinants of organizational success. The ethical leader

must understand that this kind of relationship germinates and grows in the rich land

of basic principles such as trust, respect, integrity, honesty, justice, and compassion.

The effectiveness of teachers in the teaching process greatly influences the

standard of education in schools. Teacher performance is reflected in the teachers'

quality in planning learning, evaluating learning outcomes, and implementing

counseling and training (Haryaka, 2021). The value of teachers' classroom

performance has been acknowledged by people all over the world as an essential

component in creating a nation. The quality of the teacher's performance as a

professional is an important thing to discuss, considering its significant role on

student achievement (Canales & Maldonado, 2017).

The school has several devices, one of which is the principal. The

effectiveness of a teacher's performance is undoubtedly influenced by the level of

leadership or intervention in the classroom, which is undoubtedly mediated by

 4

elements like self-efficacy, dedication, and job satisfaction (Joo, 2019). Leadership

and organizational culture have been found to positively correlate with and impact

teacher performance in earlier studies. Hasan (2017) also noted in his study that

organizational culture, leadership of the school principal, and work motivation were

predictors of teacher performance. Furthermore, there has been a considerable

correlation between the leadership of the school principal and teacher performance

(Gewasari, 2016). Similarly, there is a significant correlation between workplace

culture and teacher competency, and this influences teacher performance (Afandi &

Supeno, 2016).

The impact of corporate culture on educational institutions can also have an

impact on how well teachers perform in classrooms (Cheasakul, 2016).

Organizational culture is defined as a system that contains shared meanings and

values shared by all members of the organization that distinguishes the organization

from other organizations (Robbins, 2008). Teachers' performance in the classroom

can be impacted by organizational settings, but it can be improved if teachers are

accepted into or attached to schools that are owned. The more comfortable a teacher

is in their environment, the more impact it has on their students' academic

achievement (Sebastian, 2018). Performance will undoubtedly suffer as a result of

the pressure a teacher in a school face from a variety of sources and factors.

(Erichsen & Reynolds, 2019).

No present study has been discovered that examines the relationship

between the Organizational Culture and Teaching Performance in the local setting.

Thus, the impetus of this study is to find out whether there is a significant correlation

between the mentioned variables of the study. The researcher moreover intends

those educational institutions, particularly those in the country, use the study's results

to expand understanding of the subject and enhance the effectiveness of teachers

and the teaching and learning process.

 5

Statement of the Problem

This research attempts to determine the Organizational Culture and Teaching

of Elementary school teachers in Guiuan East Central School, Guiuan, Eastern

Samar.

Specifically, this research answers the following questions:

1. What is the profile of teacher respondents in terms of:

1.1. Age;

1.2. Sex;

1.3. Highest Educational attainment and

1.4. Specialization

2. How do the respondents perceive the traits of organizational culture in terms of:

2.1. Dominant Characteristics

2.2. Organizational Leadership

2.3. Management Employees

2.4. Organization Glue

2.5. Strategic Emphases

2.6. Criteria of Success

3. Is there any significant relationship between the organizational culture and

teaching performance of teachers?

 6

Significance of the Study

This study will prove beneficial to the following:

Researchers. This study will help the researchers unveil the probable correlation

between the School Work Culture and Principal Leadership of the public schools in

Guiuan East District and their teaching performance.

Teachers. This study will assist teachers in understanding how schoolwork cultures

and practices, as well as the type of leadership style to which they are exposed, can

either help or hinder the improvement of the teaching-learning process.

Educational Institution. This study will guide educational institutions in framing

initiatives and plans that will improve their organizational practices and cultures.

Future Researchers. This study will help future researchers who aim to study the

same or related topic by providing some baseline data that will prove helpful to their

research.

Scope and Delimitation

This study will identify the type of organizational culture that exists in Guiuan

East Central School, an autonomous public elementary school in Guiuan, Eastern

Samar. In relation, this study will examine whether there is a significant correlation
 7

between Organizational Culture and Teaching Performance of the teachers in the

aforementioned locale.

Moreover, in gathering data relevant to the study, the researcher will employ

a survey as a primary approach. The selection of the teacher respondents will be

derived from the purposive sampling method.

Definition of Terms

These are the general terms which this study will revolve with. The following terms

are defined conceptually and operationally to fully grasp the variables of the study:

Organizational Culture. Organizational culture is the collection of values,

expectations, and practices that guide and inform the actions of all team

members. Organizational culture includes an organization’s

expectations, experiences, philosophy, as well as the values that

guide member behavior, and is expressed in member self-image,

inner workings, interactions with the outside world, and future

expectations (Wong, 2020). This is one of the independent variables of the

study.

Teaching Performance. Teaching performance is a set of attitudes and behaviors

that result in learning for children. The more that children learn, the better we judge

the performance of the teacher to be (Bennett & Turner-Bisset, 2002). This the

dependent variable in this study.

IPCRF. Individual Performance Commitment and Review Form is an assessment tool

used to rate government employees for their year's accomplishments. This rating

scale is based on the Civil Service Commission Memorandum Circular No. 06, series

of 2012 that sets the guidelines on the establishment and implementation of the
 8

Strategic Performance Management System (SPMS) in all government agencies

(Llego, 2013). This is one of the primary sources of data in this study.