Managerial Culture and Provisional Skills of Language Teachers in Public Secondary Schools

Abstract

This study examined the relationship between administrative culture and provisional skills—defined as a combination of leadership, adaptability, and motivational competencies—among language teachers in public secondary schools. A descriptive-correlational research design was employed, involving 132 language teachers in Caraga, Davao Oriental Division. Data were collected through standardized questionnaires administered in face-to-face surveys and analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results indicated that both administrative culture and teachers' provisional skills were rated at high levels. A significant positive relationship was found between administrative culture and the development of provisional skills, suggesting that school environments with strong administrative support contribute to teachers’ professional adaptability and leadership capabilities. While the study offers valuable insights, it is limited by its focus on a single geographic area and does not account for other possible influencing factors. These findings imply that cultivating a positive administrative culture may enhance teachers’ ability to respond effectively to dynamic classroom and institutional demands.