Executive Summary

Problems

Findings

1.1 Majority of the secondary school

1. What is the demographic
science teachers ranged from 20-29
profile of the secondary
years old while the minimal number
school science teachers in
of respondents ranged from 57 and
terms of :
above years.
1.1 age;
1.2 More than half of the respondents
1.2 gender;
were females.
1.3 marital status;
1.3 Mostly, respondents were single.
1.4 number of years in
1.4 Secondary school science teachers
teaching science;
taught science for 10 years already.
1.5 Majority of the secondary school
1.5 highest educational
science teachers were bachelors
attainment;
degree holder.
1.6 Majority of the secondary school
1.6 length of service;
science teachers served their school
1.7 specialization;
for an average of 10 years.
1.8 academic rank; and
1.7
Secondary school science teachers
1.9 status of employment?
were mostly specialized in general
science.
1.8 More than half of the secondary
school science teachers were
holding Teacher 1 position.
1.9 Majority occupied a regular
permanent item.

Conclusions

Recommendations

Science teachers in most of the

high schools in Kabankalan City
Division are generally young with
lesser qualification in terms of
sufficiency
in
academic
preparation in their field of
specialization.

Administrators should encourage

secondary
school
science
teachers to enroll in advanced
education especially in their field
of specialization in order for
them to be more competent, be
promoted to higher academic
rank and increase their salary.

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2. How do the respondents

perceive organizational
climate in terms of the
following dimensions:

Generally, the secondary school

science teachers are satisfied of the
organizational climate of their
school.

2.1. organizational design;

2.2. communication;
2.3. leadership;
2.4. teamwork;
2.5 decision- making;
2.6 culture;

2.1 Teachers were satisfied of their

schools organizational design.
2.2 Teachers feel satisfied of the flow
of communication in their school.
2.3 Teachers displayed satisfaction on
the leadership f administration in their
school.
2.4 Teachers exhibited satisfaction on
the teamwork relationships existing
within the organization.
2.5 Teachers displayed satisfaction on
the practice of decision making in
their school.
2.6 Teachers feel satisfied of the
existing culture they practiced in the
organization.
2.7 Teachers exhibited satisfaction in
working
with
their
current
organization.
2.8 Teachers manifested satisfaction
in terms of how the organization
motivates and encourages them to

2.7 job Satisfaction; and

2.8 motivation?

Science teachers in the Division f

Kabankalan
are
moderately
contented with organizational
climate of their school.

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Administrators should carry out a

workable
organizational
development skills in the eight
(8) dimensions included in the
organizational climate, viz-a-vis;
organizational
design,
communication,
leadership,
teamwork decision- making,
culture, job satisfaction and
motivation as reflected in the
following management tasks:
Mentoring programs should be
utilized to help insure teachers
to have a sense of openness and
cooperation.
Teachertoteacher collaboration should be
addressed
in
professional
development
along
with
principals utilizing tutorial
programs that address group
effort issues and organizational
acceptance.
Administrators should cultivate
more
positive
teachers
perceptions of relationships,
opportunities for meaningful
participation
in
decision-

perform work.

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making process and school

connectedness.
Administrators should offer
opportunities as flexible work
schedules, responsible time and
communication
expectations
and sponsor family events and
activities for a more work- life
balance.
Administrators should provide
incentives and other forms of
motivation that would make
secondary school teachers
perform better on their assigned
task.
Administrators should maintain
or create a favorable climate in
schools to enhance better job
performance among teachers.
Reward system and positive
reinforcement in the school
should be strengthened to
expect
better
teachers
performance.
Organizational
climate
and
trainings should be conducted
to facilitate a climate which
improves or promotes school

effectiveness in general.
Enhance school communication
channels, having programs and
initiatives
to
increase
involvement of teachers.
Administrators should create a
richer
favourable
climate,
making teachers feel that they
are valued, having an open
communication and giving
recognition
for
work
achievements.
Administrators should provide
incentives and other forms of
motivation that would make
secondary school teachers
perform better on their assigned
tasked.
Periodic or regular review on
teachers performance and
relevant feedback should be
provided.

3. How do the respondents

perceive their work
commitment
dimensions?

Of all the dimensions of

commitment,
value
of
dimension has the highest mean
and interpreted as very

work
work
value
high

Respondents are highly devoted to

their teaching profession, accept
and believe in school values and
willing to put out effort to meet the

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Administrators should create a

richer favourable climate, making
teachers feel that they are valued,
having an open communication
and giving recognition for work

commitment. Other dimensions were

interpreted as high commitment.

How do the respondents

rate their teaching
performance?

Secondary school science teachers

perceived only proficient in
performing their task.

school goals.

Teachers performance in science

teaching is perceived to be
exceeding standards set by DepEd.

achievements.
.
.
.Administrators should provide
incentives and other forms of
motivation that would make
secondary school teachers
perform better on their assigned
task.
Periodic or regular review on
teachers performance and
relevant feedback should be
provided.

Which among the secondary

school science teachers
profile, perceived
organizational climate and
teachers work commitment
significantly predict
teaching performance?

Gender and highest educational

attainment of the science teachers
significantly
predict
teaching
performance.

Gender and highest educational

attainment have greater impact on
teaching performance.
.

It is recommended that highest

educational attainment should be
considered in the selection and
recruitment of secondary school
science teachers.
Future researchers may replicate
this study to include other sets of
predictor variables not used nor
cited in this present study.
Replication of this study may
also be conducted in the same
setting to find changes of

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findings and conclusions over

time so as to strengthen or refute
the findings of this study.

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