Institute Culture and Renewing Power of Teachers in Public Elementary Schools

Abstract

This study investigated the relationship between institute culture and renewing power among public elementary school teachers in Manay District, Davao Oriental. A quantitative correlational research design was employed, utilizing a survey questionnaire administered to 131 teachers. Data were analyzed using descriptive statistics, Pearson correlation, and regression analysis. Findings revealed that public elementary school teachers in Manay District generally exhibited moderate levels of institute culture and renewing power. While both constructs were frequently manifested, areas such as narrow-mindedness, accountability, and carefulness required further attention. A significant positive correlation was found between institute culture and renewing power, suggesting that a strong institute culture can positively influence teachers' capacity for renewal. Regression analysis indicated that institute culture significantly predicted teachers' renewing power. These results highlight the importance of fostering a collaborative and positive school environment to enhance teachers' ability to adapt, innovate, and empower students. Based on these findings, it is recommended that school leaders prioritize strategies to strengthen institute culture, particularly in areas identified as needing improvement. By providing opportunities for professional development, promoting open communication, and recognizing and rewarding teacher contributions, schools can cultivate a more supportive and empowering environment that ultimately benefits both teachers and students.