School Effectiveness as a

Function of Organizational

Structure, Organizational Culture

and School Programs: An Initial

Approximation for Quality Assurance

Helen Sumagaysay LosbañesResearcher

Members:Doris J. Santos

Ritchie C. Lozano

Analyn A. Carag

Emmie Rita Fontanilla

Carleen Aquino

Zyth Mark Apusaga

Cathy M. CalalungJoana Kristel I. Mata

I. Statement of the Problem

The main purpose of this study

was to determine school

effectiveness as a function of

organizational structure,

organizational culture and school

programs which is an initial

approximation for quality assurance.

Specifically, it sought to answer the following questions:

1. What is the profile of the principals

in terms of the following:

1.1 Language spoken at Home;

1.2 Regional Origin;

1.3 Sex;

1.4 Age;

1.5 Civil Status;

1.6 Health;

1.7 Socio-Economic Status;

1.8 Special Talents;

1.9 Hobbies;

1.10 Status of Appointment;

1.11 Number of years in Teaching;

1.12 Number of years in

Administrative Position;

1.13 Highest Educational Attainment;

1.14 Government Examination

Passed;

1.15 Awards/Honors Received;

1.16 Scholarship Grants;

1.17 Professional Membership

1.18 Access to Equipment;

1.19 Reading Materials Available at

Home;

1.20 Attendance to

Conferences/Seminars/Conventions;

1.21 Nature of Participation in

Conferences/Conventions; and

1.22 Scholarly Works/Publications

2. What is the level of effectiveness of

the organizational structure of the

private elementary schools in terms

of:

2.1 Leadership;

2.2 Motivation;

2.3 Communication;

2.4 Decision Making;

2.5 Goal Setting;

2.6 Creativity; and

2.7 Control?

3. What is the level of effectiveness of

the organizational culture of the

private elementary schools in terms

of:

3.1 Team Orientation;

3.2 Innovation;

3.3 Attention to Detail;

3.4 Outcome Orientation

3.5 People Orientation;

3.6 Aggresiveness; and

3.7 Stabilty?

;

4. What is the level of effectiveness of

the school programs of the

selected private elementary

schools in terms of:

4.1 Mission, Goals and Objectives

4.2 The Teacher;

4.3 Curriculum/Instruction;

4.4 The Administration;

4.5 The School Environment; and

4.6 The Learner?

5. Are there significant differences in

the perception of administrators

and teachers in terms of the

following:

5.1 Level of effectiveness of

Organizational Structure;

5.2 Level of effectiveness of

Organizational Culture; and

5.3 Level of Effectiveness in the

School Programs?

6. What is the trend of achievement

within the last five (5) years in

terms of National Elementary

Achievement Test (NEAT) Results

of Grade VI in the selected private

schools?

7. Based on the findings, what are the

proposed monitoring guidelines

that can be developed to assist

private schools in sustaining

quality assurance?

II. Research Methodology

The present study is descriptive in

nature because it determined the level

of effectiveness of the private

elementary schools in the Division of

Taguig and Pateros. The respondents of

the study were the fifteen(15)

administrators and one hundred twelve

(112) teachers of the eleven (11) out of

the fifteen (15) recognized private

elementary schools in the Division of Taguig and Pateros.

A one hundred eighty one (181)

item questionnaire which was divided

into 3 parts were used namely: the Level

of Organizational Effectiveness in terms

of Organizational Structure 63 items; the

Level of Organizational Effectiveness in

terms of Organizational Culture 65 items

and the Level of Organizational

Effectiveness of the School Programs

53 items which were used to gather data

needed for the study.

The judgmental validity of the

instrument was established by four (4)

experts in educational administration

and accreditation. The construct validity

and internal consistency of the

instrument were established through

item component and Inter component

correlation Matrix. An observation guide

and an interview were also used to

verify the veracity of the information

and the gathered data.

The data were submitted to the

University of the Philippine Computer

Center for the following statistical

procedures: frequency and percentage

distribution to describe the socio-

demographic profile of the respondents;

mean to determine the level of

effectiveness of the organizational

structure, organizational culture and the

school programs; standard deviation to

measure the variations as to the quality

of the data

; Pearson

based on the perception of the

respondents; Pearson rxy Product

Moment Correlation to establish the

validity and internal consistency

(reliability) of the instrument and t-test

of Independent Samples to find out the

difference in the perception of teachers

and principals in terms of the

effectiveness of the organizational

structure, organizational culture and

and the school program.

III. Summary of the Findings

1. Socio-Demographic Profile

Majority of the respondents

(73.30%) use English as one the

languages spoken at home, (33.33%) are

Tagalog/s Ilongos and most of the

principals are females, (53.30%) ages

between 30-51 years old and majority

(73.30%) are married while 40% have

very satisfactory health condition.

Of the fifteen principals, 60%

have a family monthly gross income b

Between PhP 10,000-PhP 30,000 and

almost all principals own a house and lot

86.70% and 66.70% have 0-2 number of

children.

Most of them 40% have special talents

in playing ballgames, while almost 93.30%

are fond of reading and the same

percentage enjoy their permanent work

status. Though, 20% taught for less than a

year most of the principles have teaching

experiences ranging between 5 to 36 years

old and been in the administrative position

for 5 years and above.

Only few principals met the mandated

qualifications (26.70%) to be a holder of

Master of Arts degree but 100% are

eligible. While majority of the principals

(66.70%) are not recipients of any award

nor enjoyed scholarship grants (86.70%)

and more than half 53.30% have no

Professional affiliation. Moreover, 100%

have daily newspaper at home while

86.70% have access to TV/VCD/DVD and

the same number have attendance to local

or division level doing an active role

53.30% as facilitator or speaker in

seminars or conventions and the same

number revealed of their scholarly

contributions in the academe as an

author/contributor in different publications

or with unpublished thesis or dissertation.

2. Level of Effectiveness of

Organizational Structure

The principals rated their level of

effectiveness “very satisfactory” as

revealed by overall weighted mean of

4.25.While the teachers rated the

the level of effectiveness of the principals

“very satisfactory” with the overall

weighted mean of 4.09.

3. The Level of Effectiveness of

Organizational Culture

In terms of Organizational Culture, the

principal rated their effectiveness “ very

satisfactory” as evidenced by an overall

weighted mean of 4.23. Similarly, the

teachers rated the level of effectiveness of

the principal’s “very satisfactory” with an

average weighted mean of 4.40.

4. The Level of Effectiveness of the School

Programs

The principal rated their level of

effectiveness of the School Programs

“very satisfactory” as revealed by an

overall weighted mean of 4.23. Likewise,

the teachers rayed the level of

effectiveness of the school programs “very

satisfactory” with an average weighted

mean of 4.11

The rating “Very Satisfactory” means

that both the teachers and principals

observe their schools with very competent

or acceptable characteristics based on the

given statement.

5. Differences in the Perception of the

Principals and Teachers

There is a significant difference

between the perceptions of the principals

and teachers in terms of organizational

structure and organizational culture while

both have the same perception as to the

effectiveness of the school programs.

6. The trend of Achievement

Most schools had ascending trend of

Achievement based on the National

Elementary Achievement Tests (NEAT)

administered by DepED.

7. Proposed Monitoring guidelines for

Quality Assurance

A monitoring guidelines has been

developed to assist private elementary

schools in order to sustain quality

assurance.

IV. Conclusions

Based on the findings of this study,

the following conclusions are drawn:

1. That all private elementary school

principals are eligible, have sense of

enjoyment in their work as manifestedin

their long years of teaching experiences

and administrative works. In addition, their

active role and participation in seminars

and conventions can be linked with their

exposure to educational reading materials

and accessibility to audiovisual

equipments.

2. That the present level of effectiveness of

the organizational structure and

organizational culture as perceived by both

the principals and the teachers are very

satisfactory. While they have different

perceptions in the level of effectiveness of

the school programs.

3. That there is a significant difference in

the perception of the administrators on the

level of effectiveness of organizational

structure and organizational culture.

However, there is no significant difference in

their perception as to the level of

effectiveness of the school programs.

4. That most schools had ascending trend

of achievements based on the National

Elementary Achievement Tests (NEAT)

administered by the Department of

Education.

5. That the Proposed Monitoring

Guideline to sustain quality assurance is

needed to assist schools.

Recommendations:

Based on the findings and conclusions of this study, the following implications were drawn, and could serve as basis for recommendations:

1. The private elementary school principals should enroll in post graduate course not only to meet the requirement mandated by DepEd but also to enhance their administrative and leadership skills in order to enrich their level of effectiveness in terms of the school programs.

2. The private school principals should not

only focus on their cognitive and affective

skills but rather they should also develop

their special talents and skills which

greatly influence and affect the level of

effectiveness of the school culture