Effects of School Climate on the Work Performance of Public School Secondary Teachers
DOI:
https://doi.org/10.65339/wjsam.V1.I2.22Keywords:
School Climate, Work Performance, Public Secondary School Teachers, Teaching Methodologies, Task Accomplishment, Interpersonal Relationships, Descriptive Survey Research DesignAbstract
This study aimed to determine the effects of school climate on the work performance of public secondary school teachers in Pililla District, Division of Rizal, during School Year 2024–2025. Specifically, it examined the teachers’ perceptions of school climate in relation to their teaching methodologies, ability to handle diverse students, task accomplishment, and interpersonal relationships. It also determined whether significant differences existed in their perceptions when grouped according to selected demographic and professional profiles and whether these perceptions were significantly related to their work performance based on their Individual Performance Commitment and Review (IPCR) ratings. The study employed a descriptive survey research design involving the total population of 263 public secondary school teachers from five secondary schools in the district. Data were gathered using a researcher-made questionnaire-checklist and documentary analysis of the respondents’ latest IPCR ratings. The findings revealed that school climate often affected teachers’ work performance across the four dimensions. No significant differences were found when respondents were grouped according to age, sex, civil status, position title, length of service, and educational attainment. However, significant differences were observed in task accomplishment and interpersonal relationships when grouped according to in-service trainings attended. Furthermore, teachers obtained an Outstanding level of work performance, with a mean rating of 4.521. No significant relationship was established between the perceived effects of school climate and teachers’ actual work performance based on their IPCR ratings. The study concluded that most demographic and professional characteristics did not influence teachers’ perceptions of school climate, while participation in in-service trainings contributed to differences in their perceptions of task accomplishment and interpersonal relationships. Moreover, perceived school climate effects were not significantly associated with teachers’ IPCR ratings. The study recommended strengthening school climate initiatives, providing relevant professional development opportunities, promoting collaboration and open communication, and implementing the proposed action plan to enhance teachers’ work performance.
References
Abdul Rahim, M. H., Hamzah, M. I. M., & Hamid, A. H. A. (2022). The relationship between school climate and teacher commitment in rural schools. Journal of Pharmaceutical Negative Results, 13(4), 2162–2173. https://doi.org/10.47750/pnr.2022.13.04.292
Archide, E. G., Serrano, M. N., Galiz, I. B., Paradji, N. A., & Maico, D. (2025). Short-relationship between teachers’ personality traits and their perceptions of school climate. The Southeast Asian Conference on Education 2025: Official Conference Proceedings, 231–239. https://doi.org/10.22492/issn.2435-5240.2025.21 DOI: https://doi.org/10.22492/issn.2435-5240.2025.21
Bantilan, J. D., Hifarva, W. J. S., Lugatiman, R., & Bauyot, M. M. (2024). Employee commitment as influenced by organizational culture, policies, and practices of public school teachers in Davao Region, Philippines: A focus on primary and secondary levels. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/IJRISS.2024.801036 DOI: https://doi.org/10.47772/IJRISS.2024.801036
Budiongan, J., & Corpuz, G. G. (2024). School climate and teachers’ work engagement in Misamis Oriental: Basis for development plan. European Modern Studies Journal, 8(2), 129–162. https://doi.org/10.59573/emsj.8(2).2024.13 DOI: https://doi.org/10.59573/emsj.8(2).2024.13
Cejas, A. S., & Guhao, E. S., Jr. (2023). The mediating roles of emotional intelligence and school climate on the relationship between technological leadership of school heads and teaching effectiveness of teachers: Path analysis. International Journal of Research Studies in Education, 12(6), 79–93. https://doi.org/10.5861/ijrse.2023.39 DOI: https://doi.org/10.5861/ijrse.2023.39
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108 DOI: https://doi.org/10.1177/016146810911100108
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 42, s. 2017). https://www.deped.gov.ph/category/issuances/deped-orders/page/38/
Department of Education. (2025, February 7). DepEd Memorandum No. 017, s. 2025: Interim guidelines for the Department of Education Performance Management and Evaluation System for teachers in the School Year 2024–2025. https://www.deped.gov.ph/2025/02/11/february-7-2025-dm-017-s-2025-interim-guidelines-for-the-department-of-education-performance-management-and-evaluation-system-for-teachers-in-the-school-year-2024-2025/
Department of Education. (2025, October 1). DepEd Memorandum No. 089, s. 2025: Guidelines on the multi-year Performance Management and Evaluation System for teachers from School Years 2025–2026 to 2027–2028. https://www.deped.gov.ph/2025/10/01/october-1-2025-dm-089-s-2025-guidelines-on-the-multi-year-performance-management-and-evaluation-system-for-teachers-from-school-years-2025-2026-to-2027-2028/
Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-03-2021-0056 DOI: https://doi.org/10.1108/JEA-01-2021-0010
Erdem, C., & Kaya, M. (2024). The relationship between school and classroom climate, and academic achievement: A meta-analysis. Educational Psychology, 45(4). https://doi.org/10.1177/01430343231202923 DOI: https://doi.org/10.1177/01430343231202923
Erniati, Musdiani, & Sari, S. M. (2024). The influence of organizational climate and work motivation on the performance of basic education teachers. Indonesian Journal of Instructional Media and Model, 6(1), 49–58. https://doi.org/10.32585/ijimm.v6i1.5303 DOI: https://doi.org/10.32585/ijimm.v6i1.5303
Gonzales, R. U., & Dioso, E. D. (2024). School climate and teachers’ commitment: A descriptive-correlational study. International Journal of Research and Innovation in Applied Science. https://doi.org/10.51584/IJRIAS.2024.907006 DOI: https://doi.org/10.51584/IJRIAS.2024.907006
Hao, S., Yu, D., & Fu, L. (2024). Organizational climate of kindergartens and teacher professional learning: Mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching. Frontiers in Psychology, 15, Article 1287703. https://doi.org/10.3389/fpsyg.2024.1287703 DOI: https://doi.org/10.3389/fpsyg.2024.1287703
Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Corwin Press.
Kusumaningrum, D. E., Triwiyanto, T., Wiyono, B. B., Sumarsono, R. B., Unsa, F. F., Husna, A. F., et al. (2024). The relationship between post-pandemic organizational climate and teacher performance in public elementary schools. Jurnal Penelitian dan Pengembangan Pendidikan, 8(3), 470–480. https://doi.org/10.23887/jppp.v8i3.76073 DOI: https://doi.org/10.23887/jppp.v8i3.76073
Mohamad Zain, F., & Shaffiee, N. R. (2023). The relationship between school organizational climate and primary teacher’s commitment in Malaysia. Practitioner Research, 5, 65–82. https://doi.org/10.32890/pr2023.5.3 DOI: https://doi.org/10.32890/pr2023.5.3
Pangilinan, L. A. R., & Vadil, C. F. (2024). Organizational climate as correlates of human relations skills: Perspectives of public elementary school teachers in Kasibu West District, Northern Philippines. International Journal of Research Studies in Education, 13(8), 171–184. https://doi.org/10.5861/ijrse.2024.24096 DOI: https://doi.org/10.5861/ijrse.2024.24096
Pasandalan, S., & Cerado, E. (2025). Linking school climate to teachers’ motivation, satisfaction, and commitment among public high schools in Muslim Mindanao. Journal of Interdisciplinary Perspectives, 3(9), 589–598. https://doi.org/10.69569/jip.2025.503 DOI: https://doi.org/10.69569/jip.2025.503
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
Rahim, M. H. A., Hamzah, M. I. M., & Hamid, A. H. A. (2022). The relationship between school climate and teacher commitment in rural schools. Journal of Pharmaceutical Negative Results, 13(4), 2162–2173. https://doi.org/10.47750/pnr.2022.13.04.292
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001 DOI: https://doi.org/10.1016/j.tate.2011.04.001
Sun, W., Liu, X., Liu, Y., Ding, S., Jiang, Y., & Lv, Z. (2024). The relationship between school organizational climate and teachers’ organizational citizenship behaviors: The mediating role of teaching efficacy and moderating role of optimistic traits. Behavioral Sciences, 14(12), Article 1130. https://doi.org/10.3390/bs14121130 DOI: https://doi.org/10.3390/bs14121130
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907 DOI: https://doi.org/10.3102/0034654313483907
Ugbe, A. M. (2024). Managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. European Journal of Management, Economics and Business, 1(1), 3–20. https://doi.org/10.59324/ejmeb.2024.1(1).01 DOI: https://doi.org/10.59324/ejmeb.2024.1(1).01
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352. https://doi.org/10.1007/s10648-015-9319-1 DOI: https://doi.org/10.1007/s10648-015-9319-1
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35, Article 114. https://doi.org/10.1007/s10648-023-09831-4 DOI: https://doi.org/10.1007/s10648-023-09831-4
Welsh, R. O., Rodriguez, L. A., & Joseph, B. (2024). Examining student perceptions of school climate, school personnel, and school discipline: Evidence from New York City. Journal of School Psychology, 107, Article 101361. https://doi.org/10.1016/j.jsp.2024.101361 DOI: https://doi.org/10.1016/j.jsp.2024.101361
Yllesca Ramos, A. G., Córdova García, U., Espíritu Patrocinio, E. M., Buleje Velasquez, N. P., & Gomez Rutti, Y. Y. (2024). Organizational climate and teacher performance. Revista Horizontes, 8(33). https://doi.org/10.33996/revistahorizontes.v8i33.760 DOI: https://doi.org/10.33996/revistahorizontes.v8i33.760
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Khristine Marie C. Calma, MAEd (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
