Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

While the school acts as a formal facility from which

quality human capitals for the nation are produced, school

climate is considered to be the “the heart and soul of the

school” which drives students, teachers and staff alike to love

the school and look forward to being there each day. It is one

significant factor that influences success.

Goddard, Hoy & Hoy (2000) postulate that school climate has

been positively related to school effectiveness. Najeemah (2012)

attributes the behavior of a school’s locale to its school

climate and claims that it plays a significant role in

influencing the behavior, achievement of the community as well

as the commitment of the teachers in school. Teachers’

commitment is essential because the way teachers perceive their

work, relationship with school head, pupils, parents, and other

teachers carry out positive school performance in terms of

physical and social aspects. A highly committed teacher is any

school’s praised asset and is likely to be more hard-working,

less tardy and less inclined to leave the workplace.

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The phenomenon of teacher commitment attracted research

attention in different parts of the world because of its

implications for teacher retention (Troman, 2008). Raman, Lig,

and Khalid (2015) warrant that if the school climate is

transparent and positive, teachers are more likely to feel

comfortable doing their jobs with their colleagues.

In the same manner, teachers are more motivated when they

can rest on the knowledge that they are fully supported by their

leaders even when they are going through rough patches. They

need leaders who are considerate and who give attention to the

needs of the subordinates, to be more efficient at work.

Being a school head and a teacher for more than ten years,

the researcher has elucidated that the working environment

affects the teachers’ commitment and pupils’ performance which

affects the schools’ performance as a whole.

In light of the aforestated facts, the researcher proposes

a study that will assess the school climate of the public

elementary schools of the Third Congressional District of Bohol

and further gauge whether a school’s climate influences its

teachers’ commitment and school performance.

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Literature Background

To develop ideas that there may be a relationship between

school climate, teachers’ commitment, and school performance, it

is logical to examine various school climate variables and

essentials in acquiring high teacher commitment and good school

performance. Therefore, this portion of Chapter I deals with

laws, mandates or directives, republic acts, literature and

studies pertaining to school climate about teachers’ commitment

and school performance.

The government exerts its utmost effort in supporting the

nation’s goal of providing a favorable climate that supports

students’ holistic development and elicits teachers’ motivation

and commitment. It is apparent and evident in the provisions of

the following laws and Republic Acts:

Article II, Section 1 of the Code of Ethical and

Professional Standard for Professional Teacher, expresses that

the schools are nurseries of future residents of the State where

every teacher is a trustee of the social and instructive legacy

of the country and is under commitment to transmit to students

such legacy, just as to assess national profound quality,

advance national pride, develop love of nation, impart devotions

to the constitution and regard for all properly comprised

experts and elevate dutifulness to the law of the State.

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Moreover, Section 4 of the Implementing Rules and

Regulations of Republic Act No. 10627, also called the Anti-

Bullying Act of 2013 states that all public and private

kindergarten, elementary and secondary schools will embrace

arrangements to address the presence of tormenting in their

particular organizations by cultivating positive school

atmosphere and condition helpful for the accomplishment of

learning targets, the improvement of sound connections and the

comprehension of and regard for individual contrasts. All things

considered, Section 7 of a similar demonstration prescribed that

there will be mediation projects to advance the progression of

extensive enemy of tormenting approaches.

In addition, Article II, Section five of Batas Pambansa

Bilang 232 conjointly called the "Education Act of 1982"

postulates that the State will advance and shield the welfare

and enthusiasm of the students by characterizing their rights

and commitments, agreeing their benefits, and rousing the

establishment of sound connections among them and along these

lines the diverse individuals from the school network. It will

also advance the social financial remaining of all school work

force, maintain their rights, layout their commitments, and

improve their living and managing conditions and vocation

prospects.
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Section 2 of the Republic Act No. 9155 generally called the

"Governance of Basic Education Act of 2001" provided that

schools and learning focuses will be approved to make decisions

on what's best for the students they serve. Accordingly, the

school heads will have expertise, responsibility and duty in

making a situation inside the school that is causative to

educating and learning and in urging staff improvement to

guarantee quality results.

Also, Section 17 of the same Act asserts that every school

administrator shall develop and maintain a healthy school

atmosphere causative to the promotion and preservation of

educational freedom and effective teaching and learning, and the

harmonious and progressive school-personnel relationship. In the

same manner, school administrators shall assume and maintain

skilled behavior in his work and in managing students, teachers,

academic non-teaching personnel, administrative staff, and

parents or guardians (Sarmiento III, 2014).

Section 2 of the DepEd Order # 40 s. 2012 also called the

"DepEd Child Protection Policy" contends that the Department of

Education will guarantee that all schools are helpful for the

education of children. The best enthusiasm of the child will be

the fundamental thought in all choices and exercises including

children. In this connection, its administrators and teachers

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are enabled to practice the unique parental expert and duty over

the youngster, while under their watch, guidance or authority.

These mandates support the social cognitive theory proposed by

psychologist Albert Bandura (2001) which is based on the premise that a

person learns by observing his/her environment and that human thought

processes are central to understanding personality. People learn by

watching others, with the surroundings, deeds, and cognition as the

primary components in influencing development. These three factors are

not stationary or autonomous; relatively, they are all mutual. For

instance, each behavior witnessed can change a person's way of thinking.

This theory supports this study in such a way that how an individual

performs in school can be fundamentally affected by outside components,

for example, school encounters, guardians' inspiration either through

remunerations or disciplines and inner variables like the students'

instructive yearnings. The learning procedure, at that point, comprises

of the manner in which learning happens; it includes principally the

limits and exercises by which information is picked up, expertise is

created; and propensities, frames of mind and standards are procured.

McClelland’s Human Motivation Theory states that every

individual needs friendly relationships and human interaction.

There is a need “to feel liked” and “accepted” by others.

Moreover, this theory expresses that a solid requirement for

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association will meddle with an individual's objectivity,

influencing his choices and activities.

Hoy and Tarter (1997) as cited by Thomasson (2006),

identified common climate variables. These are (1) teacher

affiliation, (2) institutional integrity, (3) collegial

leadership, (4) resource influence, and (5) academic emphasis.

These factors are discussed hereunder:

Teacher Affiliation alludes to a sense of friendliness

among the staff and between students and teachers. It also

refers to the feeling of commitment teachers feel towards their

students and to the mission of the school. Highly affiliated

teachers bring enthusiasm to their work and feel comfort about

their colleagues and their students.

Institutional Integrity measures the degree to which the

educational mission of the school can go forward without undue

influence from outside groups. Teachers are protected from

unreasonable demands from parents or the community.

Collegial Leadership refers to the perceived behavior of

the principal. Schools which score high on this factor have

principals who set an open, friendly, and supportive tone, yet

hold high expectations for the performance of teachers and

students.
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Resource Influence describes the ability of the principal

to influence superiors to provide adequate classroom supplies

promptly. Extra instructional supplies can also be obtained.

Academic Emphasis is the school’s emphasis on achievement.

Teachers have high expectations and students meet these high

expectations through hard work and cooperation. In schools

scoring high on this factor, students who achieve good grades

are respected by their peers.

Any individual who invests energy in schools rapidly finds

anyway one school can feel not the same as different schools.

School climate could be a general term that alludes to the vibe,

atmosphere, tone, belief system, or condition of personnel. In

this manner, school climate could be a relatively enduring

character of a school that is experienced by its members, that

influences their activities, which is predicated on the

aggregate view of conduct inside the school (Hoy, 2001).

In a healthy school climate, the leader is in a situation

to impact the teachers and build up their conviction that they

affect learning and teaching. Najeemah (2012) claimed that the

characteristics of a school could affect teachers’ commitment.

 9

Teachers may have a few types of duty that are identified

with the quality of mental connection with the focal point of

responsibility. The center alludes to class as an organization,

students, teaching profession, or their classroom instructing

identified with educator frame of mind and conduct (Ibrahim et

al., 2011).

Commitment to School is seen from the sociological

viewpoint by making a feeling of network and individual

disapproving among school people; Commitment to Academic Goals

by applying more endeavors for sustaining exclusive standards on

student accomplishment; Commitment to Students by understanding

and consciousness of adolescent achievement as whole unique

individuals; and Commitment to Teaching mirrors a high level of

mental connection with teachers' obligation in their classroom.

Smith (2009) expressed that teachers who acquire support

from their superiors are progressively disposed to be focused on

the vision and the mission of the school including the school

esteems. Arumugam (2015) signified responsibility towards an

association as "a solid conviction and acknowledgment of the

points and qualities, status to work persistently to speak to

the association and clear need to remain as the member from the

organization.” Schools that have devoted teachers who are

focused on the school will end up being viable schools. Skiba

 10

(2001) exclaimed that a school that has happy climate help in

extending teachers' devotion towards the school.

Teachers who are exceptionally devoted and submitted will

total their undertaking to the best of their exertion since they

understand that they are the fundamental player in the execution

of the curriculum.

Today, like never before, state –funded / public schools

are feeling colossal outer weights to build school performance.

It is the motivation behind why school leaders are looking at

the most recent research to illuminate their choices and expand

their time and effort in guaranteeing increased school outcomes

(Ravitch, 2010).

Raman (2015) asserted that school climate depicts the

identity of an individual and how that individual works in

achieving school progress. Kelley (2005) proclaimed that there

is a direct association between the school climate and the

employees' efficiency and school performance. Positive workplace

makes workers feel gainful, propelled, invigorated, viable, and

committed in their working environment.

School climate alludes to factors that add to the tone in

schools, and the attitudes of staff and students toward their

school. Positive school climate is related with all around

 11

oversaw classrooms, and fundamental zones, high and plainly

expressed assumptions about individual obligation, feeling safe

at school, and teachers and staff that efficiently recognize all

students and reasonably address their conduct. In this way,

school climate is seen as a piece of the school setting

identified with attitudinal and emotional measurements and the

conviction frameworks of the school that impacts children’s

cognitive, social, and mental improvement (Griffith, 2000).

Research has exhibited that there are numerous factors that

add to affecting a school's prosperity, which incorporate

instructional methodologies, classroom assets, school culture,

or ebb and flow school atmosphere, just as the instructional

authority and regulatory help (Brookover, Schweitzer 2008).

Although each of these may have an immediate or circuitous

effect on school achievement, there is a lot of observational

research that proposes school atmosphere is an extensive factor

for school's overall performance (Gay, 2006).

School climate can influence numerous zones and individuals

within schools. It further proposes that constructive relational

connections and ideal learning openings in every single

statistic condition can build school accomplishment levels and

lessen maladaptive practices (Welker, 2000). Giving a positive

and steady workplace and atmosphere for personnel and staff,

 12

usually improves workforce, staff and students’ performance

(Freiberg, 2008).

Exact proof has connected school climate with

accomplishment. A developing assemblage of research recommends

that school climate might be a critical variable in clarifying

why a few schools are more fruitful than others. School

atmosphere incorporates such factors as a school's structure,

security, and control; bolsters for educating and learning;

individual and social connections; and school connectedness.

Positive school climate has been related to better students’

scholastic accomplishment, graduation, and social results

(Brand, 2003).

School climate has been generally perceived as an essential

segment of fruitful schools and an indicator of an assortment of

student outcomes (Keith, 2005). Analysts and professionals

regularly concur that climate is an important factor in

determining the accomplishment of a school.

Previous research concerning this build has more than once

exhibited a positive connection between school climate and

academic achievement, so with diminished cases of wrongdoing and

hostility (Singleton, 2006).

 13

Cohen (2009) expressed that school climate influences its

prosperity. Previous researchers’ guaranteed that an

organization atmosphere influences the conduct of the

organization members. Along these lines, the school atmosphere

is said to similarly influence teachers’ behavior. Accordingly,

educators who are committed towards the teaching and learning

process will influence the school's performance.

Fortifying the findings, Doria (2007) expressed that school

staff living in a positive school climate will in general put

forth a valiant effort and are eager to put in additional hours

when required. Mohamadkhani (2014) led an investigation looking

at the significance of school climate on teachers' involvement

in schools and found that teachers need helpful organization

climate to urge them to finish their undertakings.

Shahrookh Khani (2014) asserted that by giving an

appropriate or favorable atmosphere at working spot, the

propensity to remain steadfast and submitted would increment.

This study of school climate, teachers’ commitment and

school performance could be a significant study that covers

benefits applicable to both present and future times, for it is

through understanding the schools’ physical and psychological

environment where realization of providing a positive and

supportive work for pupils, faculty and staff can be spelled.

 14

This depends on the way the school serves as a research facility

for reality and a specialist for change and socialization.

Legal Bases Theories

Republic Act No. Social Cognitive
10627, Theory
aims to protect - a person learns by
children enrolled in observing his/her
schools by fostering environment
positive school (Bandura, 1977)
climate
Republic Act # Human Motivation
9155, section 17 – Theory
states that every
--------------- - Every individual
school needs friendly
administrators relationships and
shall develop and human interaction
maintain a healthy (McClelland,
school atmosphere 1961)
to the promotion of
academic freedom
and personnel
relationship
School Heads,
Teachers and Pupils
of the Third
Congressional
District of Bohol

School Climate Teachers’ Commitment

School
Teacher Teaching
Affiliation Profession
Pupils
Institutional Work Group
Integrity
School Performance
Collegial S.Y. 2018-2019
Leadership Academic Achievement
Extra-Curricular
Resource Achievement
Influence Special Awards for
Exemplary
Academic Emphasis Performance
Figure 1. Theoretical and Conceptual Framework
 15

THE PROBLEM

Statement of the Problem

The main objective of the study is to determine teachers

profile predictors to teachers commitment and the relationship

between school climate and teachers’ commitment ly among public

elementary schools of the Third Congressional District of Bohol.

Specifically, it attempts to answer the following

questions:

1. What is the profile of the teachers and school heads in

terms of:

1.1. civil status;

1.2. sex;

1.3. highest educational attainment;

1.4. length of service; and

1.5. seminars and training attended?

2. What is the level of school climate in terms of:

2.1. teacher affiliation;

2.2. institutional integrity;

2.3. collegial leadership;

2.4. resource influence;

2.5. academic emphasis;

2.6. social use of technology; and

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2.7. school facilities?

3. What is the level of teachers’ commitment towards:

3.1. school;

3.2. teaching profession;

3.3. pupils; and

3.4. work group?

4. What is the school performance for year 2018-2019?

5. Is the teacher’s profile as predictor of their level of

commitment?

6. Is there a relationship between the level of school climate

and teacher’s commitment?

Null Hypotheses

There is no relationship between the school climate, teachers’

commitment and school performance.

Significance of the Study

This study will be conducted because the researcher

believed that it would be of help to the following:

Teachers. The result of the study is significant as this

will reveal their sense of friendliness among the school staff

and commitment towards their students and how it affects the

school performance.
 17

Pupils. The study will reveal the effect of their school

environment towards their learning and may serve as basis for

self-improvement to help build an environment conducive for

learning.

School Heads. This study will serve as a means by which the

school heads can identify the areas that can be changed to

affect teachers’ commitment and school performance in a positive

manner.

Parents. The findings of the study will help the parents

realize how the school environment influences the learning and

development of their child so they can start to exert extra effort

to support their school.

Schools Division Superintendent. The findings of the study

will provide insights to the schools division superintendent

regarding the strength of the relationship between school

climate and teachers’ commitment, and the effect of school

climate has on school performance.

Future Researchers. The findings will serve as a baseline

for future researchers for further study and will enable them to

assist the school administrators in improving the school

climate.

RESEARCH METHODOLOGY
 18

Design

The study will use a descriptive correlational design which

measures two or more relevant variables and assess the

relationship between or among them. In this study, the

relationship between school climate, and teachers’ commitment

and school performance will be explored. According to McMillan

and Schumacher (2001), the use of survey data is an appropriate

method for attaining descriptive data that can be used to

explore the relationship between selected variables. Thus, the

study will employ questionnaires to assess the aforementioned

variables.

The respondents’ answers will then be tabulated and

analyzed.

Environment and Participants

The study will be conducted among Kindergarten to Grade VI

teachers, school heads and pupils of selected public elementary

schools of the Third Congressional District of Bohol. These

schools will be identified using stratified random sampling.

All identified respondents will answer the three parts of

the questionnaires ( personal profile, school climate,

organizational commitment) with the exemption of the pupils who

will not be required to provide their personal profiles.

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Instrument

A questionnaire will be used as a data gathering tool. The

first part will be on the personal profile of teachers and

school heads such as highest educational attainment, civil

status, sex, length of service and trainings-seminars attended.

The second part will be on school climate data which will

be adapted from the Organizational Health Inventory for

elementary schools (OHI-E) by Hoy and Tarter (2001). The

instrument measures five variables; Teacher Affiliation,

Institutional Integrity, Collegial Leadership, Resource

Influence, Academic Emphasis.

The third part will also be adapted from the Organizational

Commitment Questionnaire developed by Celep (2009) that relates

to teachers’ commitment in school to measure organizational

commitment. Some questions will be modified to fit the

objectives of the study. To derive a secondary data pertinent to

the future findings of the study, the last part of the

questionnaire will assess the school performance for the school

year 2018-2019 through the latter’s collective academic

performance records, extracurricular achievements and exemplary

performance manifested by their special awards /citations/

recognitions received.
 20

The questionnaire will be pilot-tested first before it will

be distributed to the respondents to check its validity. An

analysis will be done to accommodate necessary revisions. After

the procedure, the questionnaire will be set ready for

distribution and administration.

Data Gathering Procedure

A written request to conduct a study will be sent to the

Dean of the College of Advanced Studies (CAdS). Upon approval, a

letter will be submitted to the Bohol Schools Division

Superintendent for permission to conduct the study among the

target DepEd teachers, school heads and pupils. Upon the receipt

of the latter’s approval, the questionnaires will be personally

administered by the researcher to the respondent in the selected

schools of the Third Congressional District of Bohol.

Statistical Treatment
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DEFINITION OF TERMS

To have a clear understanding of this research, some of the

commonly used terms are operationally defined.

Academic Performance. The academic awards received by the

school from District Level, Sub-congressional, Congressional,

Division and Higher Level.

Extra-Curricular Achievement. The achievement of pupils in

school terms of activities like sports, scouting, and literary-

musical contest conducted by DepEd.

Special Awards / Citation / Recognition for Exemplary

Performance. The awards/commendations received by the school for

outstanding performances in district-wide up through division-

wide competitions like Best in Gulayan sa Paaralan, etc.

School Climate. The quality of the school environment

perceived by the teachers, school heads and pupils as measured

by five variables namely; teacher affiliation, institutional

integrity, collegial leadership, resource influence, and

academic emphasis.
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School Heads. The school heads of the selected elementary

schools of the Third Congressional District of Bohol.

School Performance. In this study, school performance is

the collective performance of the surveyed schools as measured

by their academic performance, extra-curricular achievement and

special awards/citation/ recognition for exemplary performance

of the school for the school year 2018-2019.

Teachers’ Commitment. In this study, it refers to the

teachers’ commitment towards the school, teaching profession,

pupils and their work group.

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26