The study focused on the extent of work culture and learning organization practices in promoting work productivity among public elementary school teachers at the San Francisco District School System, Division of San Pablo City for the School Year 2020-2021. A total of 163 teacher-respondents were used in the study. Frequency percentage, standard deviation, and the mean were used to assess the level of manifestations among variables. In addition, Pearson correlations were employed to identify positive relationships of work culture and learning organization practices to work productivity. Findings revealed work culture was highly observed and learning organization was highly practiced among public elementary school teachers. Similarly, respondents in the San Francisco District show a high level of work productivity in effective teaching and work commitment. Furthermore, there is a moderate relationship between work productivity and work culture (supportive, innovative, and bureaucratic). Finally, there was a moderate to strong association between learning organizational practices and work productivity. The findings implied that work culture and learning organization practices are critical since they directly impact on attracting and maintaining people. The positive work relationships that occur at the workplace represent a positive environment. As a result of its ability to do so, the company can stay ahead of the curve in terms of change and competition, resulting to higher productivity.
work culture, learning organization practices, work productivity
Vanessa Marie M. Aliazas. Corresponding author. Teacher II, San Gregorio Elementary School
Elisa N. Chua. Associate Professor V, Laguna State Polytechnic University- San Pablo City Campus
Almy, S., & Tooley, M. (2012). Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning. Education Trust.
Alvior, C. (2014). The Basics of Social Research, Belmont, California: Wadsworth Cengage, pp. 303–04.
Bergström, E., & Garcia Martinez, M. (2016). The Influence of Intrinsic and Extrinsic Motivation on Employee Engagement: A qualitative study of the perceptions of managers in public and private sector organizations. URN: urn:nbn:se:umu:diva-123223
Boon, C., Eckardt, R., Lepak, D. P., & Boselie, P. (2018). Integrating strategic human capital and strategic human resource management. The International Journal of Human Resource Management, 29(1), 34-67. https://doi.org/10.1080/09585192.2017.1380063
Burtscher, M. J., & Manser, T. (2012). Team mental models and their potential to improve teamwork and safety: a review and implications for future research in healthcare. Safety Science, 50(5), 1344-1354. https://doi.org/10.1016/j.ssci.2011.12.033
Cansoy, R. & Parlar, H. (2017). The Effect of Bureaucratic School Structure on Teacher Leadership Culture: A Mixed Study. Education Science: Theory and Practice. http://dx.doi.org/10.12738/estp.2017.6.0150
Cropper, P., Robinson, D., Farrell, M., Webster, R., Germain, J., Cummings, K., … & Benson, V. (2018). Technology-Based Learning in the Public Workforce System: Emerging Policy and Practices in States and American Job Centers.
DeMarco, A. L. (2018). The relationship between distributive leadership, school culture, and teacher self-efficacy at the middle school level. https://scholarship.shu.edu/dissertations/2594
Erdem, M., & Ucar, I. H. (2013). Learning Organization Perceptions in Elementary Education in Terms of Teachers and the Effect of Learning Organization on Organizational Commitment. Educational Sciences: Theory and Practice, 13(3), 1527-1534. DOI: 10.12738/estp.2013.3.1693
Giovannelli, M. (2010). Relationship between reflective disposition toward teaching and effective teaching. The journal of educational research, 96(5), 293-309. DOI: 10.1080/00220670309597642
Hamzah, M. I. M., Maidin, F., & Rahman, S. (2011). Supporting and inhibiting factors of creativity, innovation and wisdom among teachers in a learning organization. World Applied Sciences Journal, 15, 56-62.
Hartiwi, H., Kozlova, A. Y., & Masitoh, F. (2020). The Effect of Certified Teachers and Principal Leadership toward Teachers’ Performance. International Journal Of Educational Review, 2(1), 70-88.
Kaiser, A., Fahrenbach, F., & Martinez, H. (2021, January). Creating Shared Visions in Organizations–Taking an Organizational Learning and Knowledge Management Perspective. In Proceedings of the 54th Hawaii International Conference on System Sciences (p. 5186). DOI: 10.24251/HICSS.2021.632
Karthikeyan, S., & Savarimuthu, I. D. A. (2020). RELATIONSHIP BETWEEN LEARNING ORGANIZATIONS AND ORGANIZATIONAL COMMITMENT A CRITICAL REVIEW–. International Journal of Management (IJM), 11(6).
Kim, W., Kim, J., Woo, H., Park, J., Jo, J., Park, S. H., & Lim, S. Y. (2017). The relationship between work engagement and organizational commitment: Proposing research agendas through a review of empirical literature. Human Resource Development Review, 16(4), 350-376. https://doi.org/10.1177/1534484317725967
Latta, G. F. (2009). A process model of organizational change in cultural context (OC3 Model) The impact of organizational culture on leading change. Journal of Leadership & Organizational Studies, 16(1), 19-37. https://doi.org/10.1177/1548051809334197
Maligalig, A.M. (2018). “Sinag teachers’ summit,” Sun Life Financial Philippines, Novotel Manila, Araneta Center, Quezon City, Philippines. DOI: 10.18178/ijiet.2020.10.2.1355
Manlow, V. (2010). Inventing the Future: Using the new media to transform a university from a teaching organization to a learning organization. Journal of Interactive Learning Research, 21(1), 47-64.
Mitchell, R. M. (2020). Enabling School Structure. Oxford Research Encyclopedia of Education.
Nisa, W. (2020). The Contribution of Professional Competence through the Work Discipline and Performance to Teacher Work Productivity in Public Elementary School of Tabunganen Subdistrict, Barito Kuala . Journal of K6 Education and Management, 3(2), 149-157. https://doi.org/10.11594/jk6em.03.02.06
Radda, A. A., Majidadi, M. A., & Akanno, S. N. (2015). Employee engagement: The new model of leadership. Indian Journal of Management Science, 5(2), 17.
Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of education policy, 28(5), 710-725. https://doi.org/10.1080/02680939.2013.779791
Tomlinson, C.A. (2014). The Differentiated Classroom: responding to the Needs of All Learners 2nd Edition. ASCD, Alexandria, VA USA. p.60-80.
Trinter, C. P., & Hughes, H. E. (2021). Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle. RMLE Online, 44(3), 1-16. https://doi.org/10.1080/19404476.2021.1878417
Tulgar, A. T. (2019). Four Shades of Feedback: The Content of Feedback from Faculty Supervisor, Cooperating Teacher, Peers and Students in Practice Teaching and Its Effects on Self-Reflection and Self-Regulation. Alberta Journal of Educational Research, 65(3), 258-277.
Zmuda, A. (2004). Transforming schools: creating a culture of continuous improvement. Alexandria, VA: Association for Supervision and Curriculum Development press.
Cite this article:
Aliazas, V.M. & Chua, E.N. (2021). Work culture and learning organization practices in promoting work productivity among public elementary school teachers. International Journal of Educational Management and Development Studies, 2(3), 39-60. https://doi.org/10.53378/348735
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
