Directorial Culture and Reforming Power of Public Elementary School Teachers

Abstract

This study aimed to determine the level of directorial culture and reforming power of public elementary school teachers in Sta. Maria District, Division of Davao Occidental. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were the 131 teachers of public elementary schools in Sta. Maria District, Division of Davao Occidental, using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the degree of directorial culture of public elementary school teachers in terms of narrow-mindedness, accountability and participation was high and oftentimes manifested, with a mean score of 3.94. Moreover, the level of reforming power of public elementary school teachers in terms of dignity, carefulness, optimistic, practical, and compassion was high and oftentimes manifested with a mean score of 3.87. It was found that there was a significant relationship between directorial culture and the reforming power of public elementary school teachers with a p-value of 0.000. It revealed further that the domains of directorial culture significantly influence reforming power of teachers with a p-value of 0.000. It is recommended that school administrators and policymakers develop and implement professional development programs and activities that enhance the positive aspects of directorial culture, such as accountability and participation. These initiatives should also aim to strengthen the reforming power of teachers. Furthermore, regular assessments and feedback mechanisms should be established to sustain and improve the interplay between directorial culture and teachers' reforming power.