Structural and Cultural Viewpoints of School Heads and Direction Practices of Teachers in Public Elementary Schools, Caraga District, Phillipines

Abstract

This study investigated the relationship between the structural culture viewpoints of school heads and the direction practices of public elementary school teachers in Caraga District, Division of Davao Oriental. Given the pivotal role of school leadership in shaping effective instructional behaviors, the research aimed to highlight how structural cultural factors influence teachers’ professional practices. A descriptive-correlational design was employed with a sample of 135 teachers selected through universal sampling. Standardized survey questionnaires were used to collect data, which were analyzed using mean, Pearson product-moment correlation, and multiple regression. Results revealed that the structural culture viewpoints of school heads were rated as high (M = 3.54), as were the direction practices of teachers (M = 3.69). Correlation analysis indicated a significant positive relationship between the two variables (r = 0.58, p = 0.000). Regression analysis further showed that specific domains of structural cultural viewpoints significantly influenced teachers' direction practices (R = 0.62, p = 0.000). These findings underscore the importance of strengthening school leadership frameworks that promote coherence between structural culture and classroom practices. It is recommended that school leadership programs prioritize cultural alignment and support systems that enhance teachers’ instructional direction within their professional contexts.