Organizational effectiveness and academic performance as influenced by school culture and leadership profile

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Author: Arceña, Kim Sorongon

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Copyright Year: 2010

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This survey-correlational study aimed at ascertaining the organizational effectiveness and school academic performance as influenced by school culture and leadership profile of identified school leaders in the Department of Education in the province of Iloilo. It likewise aimed to find out whether leadership profile and school culture would relate to organizational effectiveness, and school academic performance. Conducted in January 2010, 128 randomly selected teachers and five school principals participated in the study. The two-stage random sampling method was employed in the selection of the teacher-participants. Five (5) data-gathering instruments--(a) Cooke’s Leadership/Impact (1996), one (1) Self-Report Inventory for School Administrators, and one (1) Description by Others Inventory for Teachers; (b) Cooke and Lafferty’s Organizational Culture Inventory (OCI) (2003), one (1) Ideal OCI for School Administrators, and one (1) Current OCI for Teachers; (c) Cooke’s Organizational Effectiveness Inventory (OEI) (1997) were used to gather data needed for the research. The pupils’ achievement in the National Achievement Test (NAT) was taken from their test results compiled at the Division Office. Only achievements in English, mathematics, and science & health were included. Statistical tools employed were the means, frequency counts, percentage analysis, standard deviations, the One-Way and Two-Way ANOVA, and the Pearson’s r. Significance level was set at .05 alpha. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. Study results were as follows: As to leadership profile, the teachers viewed their principals to dominantly carry out “often” on the domains of affiliative, humanistic encouraging, self-actualizing, and achievement; while least dominant which they carried out “rarely” were being competitive and oppositional. The principals reported that they carry out “always” on the leadership domains of approval, affiliative, humanistic encouraging, and self-actualizing. On the other hand, they carry out “rarely” being oppositional, competitive, and avoidance. In terms of strategy, both groups perceived that prescriptive leadership was carried out to a “great extent” while restrictive leadership was carried out to “a moderate extent”. As to institutional culture, the teachers considered “to a great extent” their culture to be affiliative, humanistic encouraging, self-actualizing, achievement, and approval oriented. They viewed “to a slight extent” the culture of being oppositional. The principals, on the other hand, viewed “to a very great extent” their culture to be affiliative, humanistic encouraging, and self-actualizing, they reported “to a slight extent” the culture of being oppositional and avoidance. Generally, the teachers viewed the public central elementary schools “highly effective” in almost all domains of organizational effectiveness. The pupils’ academic performance in the central schools in the division of Iloilo is “moving towards mastery” in all three subject areas—mathematics, science and health, and English. Significant differences existed in the teachers’ perception of organizational effectiveness when they were classified according to the levels of their perception of leadership profile and institutional culture, and in the principals’ perception of institutional effectiveness when they were classified according to the levels of their perception of institutional culture; in the English and science and health achievements of public central elementary school among the teachers classified according to the level of their perception of leadership profile; in the English, mathematics, and science and health achievements of public central elementary school among the principals classified according to the level of their perception of leadership profile; in the English achievement of public central elementary school among the teachers classified according to the level of their perception of institutional culture; and in the English and science and health achievements of public central elementary school among the principals classified according to the level of their perception of institutional culture. Positive and significant relationships existed between leadership profile and institutional culture; between leadership profile and organizational effectiveness; between leadership profile and pupils’ English achievement; between leadership profile and science and health achievement; between institutional culture and pupils’ English achievement; between institutional culture and mathematics achievement; between institutional culture and pupils’ science and health achievement; between organizational effectiveness and pupils’ English achievement; between organizational effectiveness and pupil’s mathematics achievement; between pupils’ English and science and health achievement; and between pupils’ mathematics and science and health achievement.


Keywords: Organizational effectiveness, School culture, Academic performance, Leadership profile

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