Work culture and learning organization practices in promoting work productivity among public elementary school teachers

Vanessa Marie M. Aliazas & Elisa N. Chua

Volume 2, Issue 3, September 2021

Abstract

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.

Keywords

Author information & Contribution

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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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