Structural Culture Viewpoint of School Heads and Direction Practices of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the relationship between the structural culture of school heads and direction practices of teachers in public elementary schools. A descriptive-correlational research design was used with a sample of 135 teachers from public elementary schools in Baganga District, Davao Oriental. 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 direction practices were rated very high. Correlation analysis indicated a significant positive relationship between these variables. Furthermore, specific domains of structural culture were found to significantly influence teachers' direction practices. It is recommended that school administrators focus on nurturing a strong structural culture to further enhance direction practices. Promoting collaboration, involving teachers in decision-making, and fostering professional development opportunities will help sustain very high levels of direction practices and improve the overall work environment in schools.