Reckoning the Impression of Structural Culture on Job Presentation of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the relationship between structural culture and job presentation in public elementary schools in Division of Davao Oriental, Philippines. A descriptive-correlational research design was used with a sample of 200 teachers from public elementary schools. Data were collected through standardized questionnaires administered via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The results revealed that both structural culture and job presentation were rated very high. Correlation analysis indicated a significant positive relationship between these variables. Furthermore, specific domains of structural culture, including consistency, involvement, adaptability, and mission, were found to significantly influence teachers' job presentation. It is recommended that school administrators focus on fostering a positive structural culture to further enhance job presentation. Providing continuous professional development, involving teachers in decision-making, and promoting a culture of collaboration will help sustain very high levels of job presentation and improve the overall work environment in schools.