1Cristina A. Donque, 2Azel M. Valle
1,2Southern de Oro Philippines College, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i03-45Google Scholar Download Pdf
ABSTRACT:
This study examined the relationship between school climate and teamwork among secondary school teachers. It aimed to determine the level of school climate in terms of role clarity, reward system, socio-emotional support, communication, and commitment, and to assess the level of teamwork among secondary teachers. Additionally, it investigated the significant relationship between school climate and teamwork, and identified which independent variables, either singly or in combination influence teamwork. The study involved 114 secondary teachers from all public schools in the division of El Salvador City. The study employed quantitative correlational and causal research designs, utilizing Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression for data analysis and interpretation. Findings indicated that teachers perceived their school climate positively, with high ratings across all dimensions, particularly role clarity and commitment. Teamwork was also rated very high. Correlation analysis revealed significant positive relationships between school climate dimensions and teamwork, with socio-emotional support and reward systems showing the strongest associations. Multiple regression identified role clarity, socio-emotional support, and commitment as significant predictors of teamwork. The study concluded that a positive school climate can significantly enhance teamwork. Thus, it is recommended to promote teachers’ collaboration, cross-departmental initiatives, and shared professional development.
KEYWORDS:secondary school teachers, school climate, teamwork
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