Correlating the School Climate and Teacher Leadership of Catholic Schools in Antique, Philippines

Abstract

Aims: This study assessed the degree of school climate and extent of teacher leadership of Catholic schools in Antique, Philippines. It also investigated the difference in the school climate when assessors were grouped according to the designation. Likewise, it correlated the teachers' age, sex, employment status, educational attainment, and professional status with the teacher leadership. Finally, it determined the relationship between school climate and teacher leadership. Methodology: The study utilized the descriptive-comparative and correlational design. The respondents were 486 administrators, teachers, and students of these Catholic schools during 2020-2021. It employed the adopted school climate questionnaire and standardized teacher leadership scale in gathering the data. In data analysis, Mean, Standard Deviation, Frequency Count, Percentage Distribution, Rank, Kruskal Wallis, and Spearman Rank Correlation were used. Results: Generally, the school climate (M=2.87, SD=0.56) is very satisfactory with relationship (M=3.02, SD=0.66) as the highest and physical resources aspect (M=2.73, SD=0.69), the lowest. The teacher leadership (M=3.03, SD=0.56) is practiced to a great extent with community (M=3.16, SD=0.62) as the highest and policy (M=2.96, SD=0.65) and professional learning (M=2.95, SD=0.64), the lowest. It also showed that there was no difference in school climate assessment [H(1)=0.688, P=.407]. Regarding the correlation, there was no relationship between age [ρ(153)=-0.020, P=.808], sex [ρ(153)=0.076, P=.350], employment status [ρ(153)=0.036, P=.657], educational attainment [ρ(153)=0.140, P=.082], professional status [ρ(153)=-0.028, P=.730] and teacher leadership. Meanwhile, there was relationship between the school climate and teacher leadership [ρ(484)=0.605, P=.000]. The top school climate challenges are teaching strategies, academic loading, and physical environment. In terms of teacher leadership, the top issues are teacher evaluation, professional development support, communicative relationship, and teacher involvement and recognition. Conclusion: Establishment of a healthy and supportive Catholic school environment is vitally essential both in maintaining the school climate and in mobilizing the teachers in their exercise of leadership.