Effects Of School Environment on the Work Performance of Teachers
DOI:
https://doi.org/10.65339/wjsam.V1.I2.10Keywords:
School Environment, Teachers’ Work Performance, Administrative Support, Physical Environment, Collegial Relationships, Pupil Behavior, Public Elementary SchoolsAbstract
This study determined the extent of the effects of the school environment on the work performance of teachers in selected public elementary schools in Binangonan District, Division of Rizal, during the conduct of the study. Specifically, it examined the effects of administrative support, physical environment, collegial relationships, and pupil behavior on teachers’ work performance. Employing a descriptive survey research design, the study involved 256 public elementary school teachers from eight selected schools. A researcher-made questionnaire-checklist was utilized to gather data on the respondents’ profiles and their perceptions of the school environment, while documentary analysis of the latest Individual Performance Commitment and Review (IPCR) ratings was conducted to determine their level of work performance. The findings revealed that most respondents were 41–50 years old, female, married, Teacher I position holders, had 1–10 years of teaching experience, possessed master’s degree units, and had attended school-level in-service trainings. The school environment often affected teachers’ work performance across all four dimensions, while their overall work performance was rated Very Satisfactory, with a mean of 4.29. Significant differences in teachers’ perceptions were found when grouped according to age, civil status, and length of service, whereas no significant differences were observed in terms of sex, position title, educational attainment, and in-service trainings attended. Furthermore, administrative support, physical environment, and pupil behavior had no significant relationship with teachers’ work performance. However, collegial relationships demonstrated a significant relationship with their performance. The study concluded that although the school environment influences teachers’ professional experiences, collegial relationships are particularly associated with their work performance. It recommended strengthening administrative support, improving school facilities, promoting positive pupil behavior, fostering collaboration among teachers, and implementing an action plan to enhance the school environment and sustain teachers’ performance.
References
Bugay, I. B., Enrique, W. D., & Espinosa, K. P. M. (2025). Teachers’ perceptions of the school workplace environment in a public elementary school. International Journal of Research Studies in Education, 14(12), 125–135. https://doi.org/10.5861/ijrse.2025.25192 DOI: https://doi.org/10.5861/ijrse.2025.25192
Damasing, J. C., & Dioso, E. D. (2026). Teacher’s work performance as predicted by administrative support and work environment. Viewpoints in Education Research. https://doi.org/10.64612/viewp.ed.res..v1i1.161 DOI: https://doi.org/10.64612/viewp.ed.res..v1i1.161
Duplon, N. D., Ventura, E. C., & Decena, V. D. (2022). Work environment, challenges and teaching performance of newly hired teachers in the new normal, Zambales, Philippines. EAS Journal of Humanities and Cultural Studies, 4(4), 149–160. https://doi.org/10.36349/easjhcs.2022.v04i04.001 DOI: https://doi.org/10.36349/easjhcs.2022.v04i04.001
Elliott, A., Reddy, L. A., Lekwa, A. J., & Fingerhut, J. (2024). Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools. Psychology in the Schools, 61(1), 29–42. https://doi.org/10.1002/pits.23023 DOI: https://doi.org/10.1002/pits.23023
Gamboa, R. (2023). Teacher collaboration: Its effect on the instructional teaching effectiveness of faculty members. AIDE Interdisciplinary Research Journal, 3(1), 243–252. https://doi.org/10.56648/aide-irj.v3i1.66 DOI: https://doi.org/10.56648/aide-irj.v3i1.66
Garcia, L. C. (2025). Four teachers’ classroom management approaches (CMA): A case study in the Philippines. Asian Journal of Biology Education, 17, 15–32. https://doi.org/10.57443/ajbe.17.0_15
Gonzales, A. A. (2024). Work-related stress and teaching performance of public elementary school teachers of San Francisco Cluster IV. International Journal of Research and Scientific Innovation. https://doi.org/10.51244/IJRSI.2024.1105003 DOI: https://doi.org/10.51244/IJRSI.2024.1105003
Gudelos, J. T., & Mabitad, B. D. (2025). Work-related stress, workloads, and performance: A case of senior high school teachers. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/IJRISS.2025.9010121 DOI: https://doi.org/10.2139/ssrn.5159347
Heinla, E., & Kuurme, T. (2024). The impact of school culture, school climate, and teachers’ job satisfaction on the teacher-student relationship: A case study in four Estonian schools. Research Papers in Education, 39(3), 439–465. https://doi.org/10.1080/02671522.2022.2150883 DOI: https://doi.org/10.1080/02671522.2022.2150883
Impuesto, R. B. (2024). Influence of teachers’ work conditions on classroom management practices. Journal of Interdisciplinary Perspectives, 2(12). DOI: https://doi.org/10.69569/jip.2024.0505
Jurkowski, S., & Abramczyk, A. (2024). Collaboration in in-service teacher training—the missing link between empirical evidence and practice? Journal of Education for Teaching, 50(4), 550–563. https://doi.org/10.1080/02607476.2024.2327062 DOI: https://doi.org/10.1080/02607476.2024.2327062
Liu, S., & Yin, H. (2024). Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools. Teaching and Teacher Education, 139, Article 104443. https://doi.org/10.1016/j.tate.2023.104443 DOI: https://doi.org/10.1016/j.tate.2023.104443
Luthfi, M., & Iba, Z. (2023). The influence of school organizational climate, work environment and job satisfaction on teacher performance at State Junior High School Kutablang Bireuen District. IndOmera, 4(7), 29–37. https://doi.org/10.55178/idm.v4i7.358 DOI: https://doi.org/10.55178/idm.v4i7.358
Medado, R., & Andales, R. (2025). Learning environment in relation to academic performance of learners. Social Science Exploration (Psychology, Education and Multidisciplinary Perspectives).
Otrębski, W. (2022). The correlation between organizational (school) climate and teacher job satisfaction—the type of educational institution moderating role. International Journal of Environmental Research and Public Health, 19(11), Article 6520. https://doi.org/10.3390/ijerph19116520 DOI: https://doi.org/10.3390/ijerph19116520
Paigalan, D. M., & Bauyot, M. (2025). A systematic review on the factors affecting teacher’s job performance: Comparative analysis between the Philippines and the United States of America (2015–2025). International Journal of Research and Innovation in Social Science, 9(26), 9255–9262. https://doi.org/10.47772/IJRISS.2025.903SEDU0702 DOI: https://doi.org/10.47772/IJRISS.2025.903SEDU0702
Pollescas, G., & Aguilar, P. (2025). Management practices and teachers’ performance. Psychology and Education: A Multidisciplinary Journal, 47(3). DOI: https://doi.org/10.70838/pemj.470306
Pulumbarit, J. (2023). School organizational climate and leadership styles among school administrators: Effect on the teacher’s level of performance. International Journal of Multidisciplinary: Applied Business and Education Research, 4(9). https://doi.org/10.11594/ijmaber.04.09.03 DOI: https://doi.org/10.11594/ijmaber.04.09.03
Quines, L. A., & Monteza, M. T. (2023). The mediating effect of teacher collegiality on the relationship between instructional leadership and professional development of teachers. European Journal of Education Studies, 10(3). https://doi.org/10.46827/ejes.v10i3.4716 DOI: https://doi.org/10.46827/ejes.v10i3.4716
Rizky, M., Wijaya, C., & Rifa’i, M. (2022). The effect of organizational climate, teachers’ professionalism, and achievement motivation on teachers’ performance at state private school. Jurnal Basicedu, 6(4), 5569–5579. https://doi.org/10.31004/basicedu.v6i4.3047 DOI: https://doi.org/10.31004/basicedu.v6i4.3047
Shahzad, M. N., Farooqi, M. T. K., & Ali, W. (2022). School climate and teachers’ performance: A gender-based comparison of secondary schools. Global Educational Studies Review, 7(1), 49–57. https://doi.org/10.31703/gesr.2022(VII-I).06 DOI: https://doi.org/10.31703/gesr.2022(VII-I).06
Shim, S.-Y., & Thompson, J. (2022). Four years of collaboration in a professional learning community: Shifting toward supporting students’ epistemic practices. Science Education, 106(3), 674–705. https://doi.org/10.1002/sce.21704 DOI: https://doi.org/10.1002/sce.21704
Somosot, D., & Bumagat, C. D. (2025). Workplace collaboration and administrative support as predictors of work productivity of hinterland high school teachers. Psychology and Education: A Multidisciplinary Journal, 48(7). DOI: https://doi.org/10.70838/pemj.480706
Valcarcel, C. A. B. (2025). Work environment and relational trust: Its influence on teachers’ performance. British Journal of Arts and Humanities, 7(4), 553–562. https://doi.org/10.34104/bjah.02505530562 DOI: https://doi.org/10.34104/bjah.02505530562
Veletić, J., Price, H. E., & Olsen, R. V. (2023). Teachers’ and principals’ perceptions of school climate: The role of principals’ leadership style in organizational quality. Educational Assessment, Evaluation and Accountability, 35, 525–555. https://doi.org/10.1007/s11092-023-09413-6 DOI: https://doi.org/10.1007/s11092-023-09413-6
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Maria Paulin T. Estrella, MAEd (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
