Divine Word International Journal of Management and Humanities 2(2)(2023) 374-389

Research in Management and Humanities

DWIJMH VOL 2 NO 2 (2023) ISSN: 2980-4817
Available online at www.dwijmh.org
Journal homepage: http://www.dwijmh.org

SCHOOL CLIMATE AND ORGANIZATIONAL LEARNING

CAPABILITIES AMONG TEACHERS IN POLANCO DISTRICT
II, Zamboanga, del Norte
Divena B. Ocupe, MAEM (a), Leo C. Naparota, PhD (b), Edgardo S. Cabalida, EdD(c),
Allan Z. Caw-it (d)

ARTICLEINFO
ABSTRACT
The aim of this research was to assess the school climate and organizational learning capacity of
Article history: teachers in the Polanco II District during 2020. To achieve this, a quantitative descriptive-
Received April 5, 2023 correlational research design was employed. A total of 154 instructors in the Polanco II District
participated in the study, and data was collected using various statistical tools, including frequency
Received in rev. form. April 30
counting and percent, weighted mean, standard deviation, Mann-Whitney U test, Kruskal-Walli’s
Accepted May 14, 2023 test, and Spearman Rank-Order Correlation.

The results of the study showed that the perceived school climate in the district was very high. All
indicators had standard deviations below 3.00, suggesting that the mean responses were closely
Keywords: School Climate, Organizational
grouped together. The organizational learning capability of the district was assessed to be fairly
learning capability, Philippines
strong. The data revealed that the teachers' perceptions of school climate and organizational
learning capability were highly correlated and significantly associated with organizational learning
JEL Classification: ED23; O15
capability.

In summary, this study provides evidence that the Polanco II District has a positive school climate
and strong organizational learning capability. These findings may be useful in identifying areas for
improvement and developing interventions to further enhance the district's educational
environment.

© 2023 by the authors. Licensee DWIJMH. This open-access article is distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license
(http://creativecommons.org/licenses/by/4.0/).

Introduction

The pandemic has led to a paradigm shift in education (Thuli, Vilhelmson, & Johansson, 2019, Sarif, 2020),
emphasizing the importance of organizational learning capacities, flexibility, and adaptability to ensure the best
learning outcomes and protect the well-being of teachers and students (Darvasi, 2020, Lyman et al., 2020, Robosa,
et al., 2021). School atmosphere indirectly impacts instructors' education abilities, and school support for teachers
and students has a significant direct impact on organizational learning capacities (Louis & Murphy, 2017; Jaafari et
al., 2017; Maxwell et al., 2017). However, there is a lack of research on the inefficient distribution of educational
resources and learning materials in some areas (Polanco II District, Zamboanga del Norte, Division, Region IX,

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* Corresponding author.
© 2023 by the authors. Hosting by DWIJMH. Peer review under
responsibility of Divine Word International Journal of Management
and Humanities.
 Abun et al.,Divine Word International Journal of Management and Humanities 2(2) (2023) 359-373

Department of Education), highlighting the need for constructive social development through communication
between educators and school managers. Flaherty (2020) noted the debate among academics on social media about
the impact of solitude on research productivity, emphasizing the importance of a positive learning environment and
school climate in promoting employee output and performance (Alawamleh, Al-Twait, & Al-Saht, 2020).

In summary, the COVID-19 pandemic has had significant implications for education, highlighting the importance
of organizational learning capacities, flexibility, and adaptability in ensuring the best learning outcomes and
protecting the well-being of teachers and students. The school atmosphere and support for teachers and students play
crucial roles in shaping the learning environment, and innovative measures such as virtual learning environments
and flexible teaching methods have enabled institutions to maintain learning continuity while prioritizing safety and
well-being. This study could be an answer to the need for more research work in this area to promote constructive
social development. This determined the school climate and organizational learning capabilities among teachers in
Polanco District II.

Statement of the Problem

This study aimed to assess the school climate and organizational learning capabilities among teachers in Polanco II
District during the school year 2020-2021.

Specifically, the research sought answers to the following questions:

1. What is the profile of the teachers in terms of

1.1 sex;
1.2 age;
1.3 educational attainment;
1.4 years in service; and
1.5 designation (T1, T2, MT1, MT2)?
2. What is the level of school climate in Polanco II District during the COVID-19 pandemic in terms of
2.1 collaboration;
2.2 student relations;
2.3 school resources;
2.4 decision making; and
2.5 instructional innovation?
3. Is there a significant difference in the perceived level of school climate when data are analyzed according
to profile?

4. What is the level of organizational learning capabilities in Polanco II District COVID-19 pandemic in terms
of
4.1 experimentation;
4.2 risk-taking;

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4.3 interaction with the external environment;

4.4 dialogue; and
4.5 participative in decision-making?
5. Is there a significant difference in the perceived level of organizational learning capabilities when data are
analyzed according to profile?

6. Is there a significant relationship between the perceived level of school climate and organizational learning
capabilities?

Methodology

Method Used

The study utilized a combination of survey and correlational research methods to examine the relationship between
organizational learning capacity and school climate. A survey approach was employed to collect information from a
predetermined set of respondents using a questionnaire checklist. According to Creswell and Guetterman (2019), a
survey is an effective research technique for obtaining new perspectives and insights on various topics. On the other
hand, correlational research is a non-experimental methodology that examines the statistical relationship between
two variables, without the interference of any additional variables (Bhat, 2019). The researchers conducted a
correlational analysis to determine the extent of the relationship between the variables, as well as the respondents'
profile and their level of subject understanding.

Research Environment

The study was conducted in the Polanco District, which is a school district located in the Zamboanga del Norte
province of the Philippines. The municipality is situated 15 kilometers to the east of Dipolog City and comprises of
14 elementary and three secondary schools. Based on the division's Personal Services Itemization and Plantilla of
Personnel, the elementary level has 108 teaching personnel, while the second level has 46 teaching personnel.

Respondents of the Study

Respondents included 14 elementary schools and three secondary schools in the Polanco II District of the Division
of Zamboanga del Norte. The distribution of instructors in the 14 elementary schools and three secondary schools is
shown in Table 1.

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Distribution of Respondents’ Schools

Table 1

School Population/Respondents Percent

1. Bethlehem ES 9 5.19

2. Dangi ES 6 3.90

3. Dansullan ES 7 4.55

4. De Venta Perla ES 7 4.55

5. Lapayanbaja ES 8 5.19

6. Linabo ES 1 0.65

7. Macleodes ES 7 4.55

8. Maligaya PS 4 2.60

9. Milad ES 8 5.19

10. New Libangon ES 6 3.90

11. New Sicayab ES 10 6.49

12. San Pedro ES 8 5.19

13. Sianib ES 7 4.55

14. Silawe CS 20 12.99

15. San Pedro NHS 21 13.64

16. Sianib NHS 9 5.84

17. Silawe NHS 16 10.39

Total 154 100.00

As of November 24, 2021

Research Instrument

The questionnaire used in the study consisted of three sections: the respondent profile, the school climate scale, and
the organizational learning capability scale. The respondent profile section collected information about the
respondent’s gender, age, and highest educational qualification. To measure the school climate, Johnson, Stevens,

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and Zvoch (2007) developed a school environment measure that included dimensions such as cooperation, student
relationships, school resources, decision-making, and instructional innovation.

For measuring organizational learning capability, Chiva and Alegre's (2009) scale was used, which included
dimensions such as experimentation, risk-taking, interaction with the external environment, dialogue, and
participatory decision-making. The instruments were reviewed by a panel of experts, including external experts and
the graduate school dean as chairperson, to ensure content validity. Feedback from the experts was integrated into
the final version of the questionnaire. Additionally, the instruments were subjected to pilot testing to assess their
reliability.

Validity of the Instrument

The instrument underwent a review by the research advisor and four experts, and their feedback was incorporated
into the final draft. To evaluate its reliability, a pilot test was conducted with a sample of 43 individuals who shared
similar characteristics with the study participants. The instrument's internal consistency was measured using
Cronbach's Alpha, which was interpreted using a guide provided by Tox (2020). The results showed that the school
climate scale received an excellent Cronbach Alpha score of 0.88 for its 20 items, while the organizational learning
capability scale received an outstanding Cronbach Alpha value of 0.93 for its 13 components. Additionally, the
internal consistency reliability of both instruments was determined to be outstanding.

Cronbach’s Alpha Internal Consistency

0.90 & above Excellent
0.80 – 0.89 Good
0.70 – 0.79 Acceptable
0.60 – 0.69 Questionable
0.50 – 0.59 Poor
Below 0.50 Unacceptable
Statistical Treatment of the Data

Presented below were the statistical tools utilized in the treatment and analysis of the data gathered.

Frequency Counting and Percent. They were used to determine the profile of the respondents in terms of sex, age,
and educational attainment.

Weighted Mean. This was used to quantify the respondents’ ratings on the school climate and organizational learning
capability.

The following is a scoring guide for providing a qualitative description and interpretation of the responses to the
items in the school climate and organizational learning capability scales:

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School Climate

Scale Range of Measures Description Interpretation

5 4.21-5.00 Almost Always Very much observed

4 3.41-4.20 More Often Much Observed

3 2.61-3.40 Often Observed

2 1.81-2.60 Sometimes Slightly Observed

1 1.00-1.80 Never Not Observed

Organizational Learning Capability

Scale Range of Measures, Description Interpretation

5 4.21-5.00 Almost Always Very Much Capable

4 3.41-4.20 More Often Much Capable

3 2.61-3.40 Often Capable

2 1.81-2.60 Sometimes Slightly Capable

1 1.00-1.80 Never Not Capable

Standard Deviation This was used to determine the homogeneity and heterogeneity of the students’ scores where SD
≤ 3 is homogenous and SD > 3 is heterogeneous (Aiken & Susane, 2001; Refugio, Galleto, & Torres, 2019).

Mann-Whitney U Test. This was used to test the difference in organizational learning capability and work
engagement when respondents are grouped in terms of sex.

Kruskal-Wallis Test. This was used to test the difference in organizational learning capability and work engagement
when respondents are grouped in terms of age, year of experience, position, and educational attainment.

Spearman Rank-Order Correlation. This was used to determine the correlation between school climate and
organizational learning capability.

The following guide in interpreting the correlation value suggested by Cohen, West, and Aiken (2014) was utilized
in this study:

Value Size Interpretation

±0.50 to ±1.00 Large High positive/negative correlation
±0.30 to ±0.49 Medium Moderate positive/negative correlation
±0.10 to ±0.29 Small Low positive/negative correlation
±0.01 to ±0.09 Negligible Slight positive/negative correlation
0.00 No correlation

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Results And Discussion

Perceived Level of School Climate

Table 2
School Climate Mean SD Description Interpretation

A. Collaboration 4.51 0.55 Almost Always Very Much Observed

B. Student Relation 4.12 0.59 More Often Much Observed

C. School Resources 3.95 0.82 More Often Much Observed

D. Decision Making 4.15 0.73 More Often Much Observed

E. Instructional Innovation 4.44 0.58 Almost Always Very Much Observed

Overall Mean 4.27 0.69 Almost Always Very Much Observed

Table 2 summarizes the perceived level of school climate. Respondents rated collaboration as the highest
(mean=4.51, SD=0.55) and instructional innovation as the second highest (mean=4.44, SD=0.58), both interpreted
as “very much observed.” Student relations, school resources, and decision-making were described as “much
observed.” On average, respondents indicated a “very much observed” (mean=4.27, SD=0.69) school climate in
Polanco II District, indicating a good implementation of the Distance Learning Delivery Modality (DLDM). This
supports Marcotte's (2021) findings that a good school climate motivates teachers to improve student achievement.

Test of Difference in the Perceived Level of School Climate in terms of Sex

Table 3
School Climate U-value p-value @ 0.05 Interpretation

A. Collaboration 905.000 0.066 Not Significant

B. Student Relation 1,082.000 0.389 Not Significant

C. School Resources 1,036.500 0.286 Not Significant

D. Decision Making 1,091.500 0.439 Not Significant

E. Instructional Innovation 1,154.500 0.689 Not Significant

Overall 1,010.000 0.228 Not Significant

Table 3 displays the Mann-Whitney U test results for the perceived level of school climate by sex. The test revealed
no significant difference in how male and female respondents perceive school climate (U=1,010.00, p=0.228).
Therefore, the null hypothesis is not rejected, indicating that sex does not significantly affect the perception of school

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climate. However, this finding contradicts Misnawati's (2020) study, which found that school climate significantly
impacted both male and female teachers.

Test of Difference in the Perceived Level of School Climate in terms of Age

Table 4
School Climate H-value p-value @ 0.05 Interpretation

A. Collaboration 2.351 0.503 Not Significant

B. Student Relation 4.436 0.218 Not Significant

C. School Resources 5.952 0.114 Not Significant

D. Decision Making 10.273 0.016 Significant

E. Instructional Innovation 1.276 0.735 Not Significant

Overall 3.787 0.285 Not Significant

Table 4 displays the variation in perceived school climate by age using the Kruskal-Wallis H test. Results indicate a
significant difference in decision-making (H=10.273, p=0.016), but no significant difference for collaboration,
student relations, school resources, and instructional innovation. The null hypothesis is not rejected for the overall
perceived school climate (H=3.787, p=0.285), implying that age does not significantly impact respondents'
perceptions. Marcotte (2021) supports this observation, stating that age has no bearing on the school climate during
remote teaching.

Test of Difference in the Perceived Level of School Climate in terms of Educational Attainment
Table 5
School Climate H-value p-value @ 0.05 Interpretation

A. Collaboration 0.906 0.924 Not Significant

B. Student Relation 3.564 0.468 Not Significant

C. School Resources 5.327 0.255 Not Significant

D. Decision Making 5.508 0.239 Not Significant

E. Instructional Innovation 9.035 0.060 Not Significant

Overall 3.739 0.442 Not Significant

Table 5, using the Kruskal-Wallis H test, shows no significant difference in the perceived level of school climate by
educational attainment (H=3.739, p=0.442). As a result, the null hypothesis is not rejected This means that
respondents' perception of school climate does not vary significantly based on their educational level. This finding
is different from Marcotte's (2021) study, which found that educational attainment affects the effectiveness of
teaching strategies and impacts school organization performance.

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Test of Difference in the Perceived Level of School Climate in terms of Years of Experience
Table 6
School Climate H-value p-value @ 0.05 Interpretation

A. Collaboration 3.367 0.338 Not Significant

B. Student Relation 7.833 0.050 Significant

C. School Resources 7.705 0.053 Not Significant

D. Decision Making 13.912 0.003 Significant

E. Instructional Innovation 4.290 0.232 Not Significant

Overall 8.017 0.046 Significant

Table 6 presents the Kruskal-Wallis H test to determine the difference in the perceived level of school climate when
respondents are categorized according to years of experience. The results indicate that there is no significant
difference in the school climate for collaboration, school resources, and instructional innovation. However, there is
a significant difference in school climate concerning student relations and decision-making. The aggregate result
also shows a significant difference in school climate (H=8.017, p=0.046) when respondents are categorized by years
of experience. Therefore, the null hypothesis is rejected, indicating that individuals with more experience perceive
school climate differently. Post hoc analysis using pairwise comparison with Bonferroni correction identified the
specific differences in student relationships and decision-making across different age groups. This finding
contradicts Misnawati's (2020) study, which proposed that the school environment should be considered in
enhancing student participation and strengthening their connections, and the effect of the school environment is
mediated by year level of experience.

Test of Difference in the Perceived Level of School Climate in terms of Position

Table 7
School Climate H-value p-value @ 0.05 Interpretation

A. Collaboration 4.784 0.310 Not Significant

B. Student Relation 2.310 0.679 Not Significant

C. School Resources 6.998 0.136 Not Significant

D. Decision Making 12.687 0.013 Significant

E. Instructional Innovation 2.008 0.734 Not Significant

Overall 5.417 0.247 Not Significant

Table 7 shows the Kruskal-Wallis H test of difference in the perceived level of school atmosphere when respondents
are grouped by rank. There is a significant variation in the perceived degree of school atmosphere for decision-
making, but no significant difference in the reported school climate regarding collaboration, student relations, school

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resources, and instructional innovation. The null hypothesis is not rejected when respondents are classified by rank,
indicating that respondents' perceptions of school climate in different teaching positions are not significantly
different (H=5.417, p=0.247). This finding contradicts Marcotte's (2021) study, which found a statistically
significant difference in the school environment and gender, teaching experience, and teaching position during
remote instruction.

Perceived Level of Organizational Learning Capability in terms of Experimentation

Table 8
Experimentation Mean SD Description Interpretation

1. Teachers receive support and encouragement

4.30 0.54 Almost Always Very Much Capable
when presenting new ideas

2. Teachers’ initiative often receives a favorable

response here so; they feel encouraged to generate 4.27 0.54 Almost Always Very Much Capable
new ideas

Overall Mean 4.28 0.54 Almost Always Very Much Capable

The table shows high perceived organizational learning capabilities in experimentation (mean=4.28, SD=0.54).
Respondents considered the Polanco II District schools "very much capable" in this area and initiatives were well-
received. School administrators and instructors are skilled in presenting new concepts and receiving support for
them. This is consistent with Heniel and Naparota's (2021) findings that staff members received support and
encouragement for new ideas and could come up with original ones.

Perceived Level of Organizational Learning Capability

Table 9
Organizational Learning Mean SD Description Interpretation

Capability

A. Experimentation 4.28 0.54 Almost Always Very Much Capable

B. Risk Taking 4.19 0.61 More Often Much Capable

C. Interaction with the External

4.33 0.57 Almost Always Very Much Capable
Environment

D. Dialogue 4.52 0.55 Almost Always Very Much Capable

E. Participative Decision
4.34 0.60 Almost Always Very Much Capable
Making

Overall Mean 4.36 0.58 Almost Always Very Much Capable

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Table 9 summarizes respondents' perceived level of organizational learning capability, showing that Polanco II
District schools are "extremely capable" in experimentation, engagement with the external environment, dialogue,
participatory decision-making, and "quite capable" in risk-taking. Overall, organizational learning competence in
these schools is considered "highly capable" (mean=4.36, SD=0.58). This finding suggests that the Learning
Delivery Modality (LDM 1 & 2) course has been effective. Heniel and Naparota (2021) reported on Chiva and
Alegre's (2009) study, which demonstrated the value of Organizational Learning Capability dimensions for
measuring an organization's performance and ability to innovate and expand. There is also evidence of a positive
relationship between employee attitudes and Organizational Learning Capabilities.

Test of Difference in the Perceived Level of Organizational Learning Capability in Terms of Sex
Table 10
Organizational Learning Capability U-value p-value @ 0.05 Interpretation

A. Experimentation 1,027.500 0.222 Not Significant

B. Risk Taking 987.000 0.148 Not Significant

C. Interaction with the External Environment 1,021.500 0.231 Not Significant

D. Dialogue 1,078.500 0.394 Not Significant

E. Participative Decision Making 1,035.000 0.238 Not Significant

Overall 1,018.00 0.244 Not Significant

Table 10 encapsulates that Polanco II District schools are "extremely capable" in experimentation, engagement with
the external environment, dialogue, and participatory decision-making, while risk-taking is "quite capable." Overall,
the organizational learning competence in these schools is considered "highly capable" (mean=4.36, SD=0.58). This
finding suggests that the Learning Delivery Modality (LDM 1 & 2) course has been effective. Heniel and Naparota
(2021) reported on Chiva and Alegre's (2009) study, which recognized Organizational Learning Capability
dimensions as a critical measure of an organization's performance and innovation. The characteristics of
Organizational Learning Capability are believed to benefit both organizations and employees, with empirical
evidence supporting a positive relationship between employee attitudes and Organizational Learning Capabilities.

Test of Difference in the Perceived Level of Organizational Learning Capability in terms of Age
Table 11
Organizational Learning Capability H-value p-value @ 0.05 Interpretation

A. Experimentation 9.276 0.026 Significant

B. Risk Taking 0.872 0.832 Not Significant

C. Interaction with External Environment 4.090 0.252 Not Significant

D. Dialogue 5.777 0.123 Not Significant

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E. Participative Decision Making 6.079 0.108 Not Significant

Overall 5.384 0.146 Not Significant

Table 11, analyzed with the Kruskal-Wallis H test, indicates a significant difference in perceived organizational
learning capability in terms of experimentation among respondents of different age groups. However, there is no
significant difference in organizational learning capability regarding risk-taking, engagement with the external
environment, dialogue, and participatory decision-making. The test results (H=5.384, p=0.146) show that there is no
significant difference in organizational learning capability across age groups, thus failing to reject the null
hypothesis. This finding aligns with Heniel and Naparota's (2021) study, which found no significant difference in
Organizational Learning Capability among respondents grouped by age. Age is not a reliable factor for identifying
differences in Organizational Learning Capability, and respondents' levels of Organizational Learning Capability do
not significantly differ based on age classification.

Test of Difference in the Perceived Level of Organizational Learning Capability in terms of Educational
Attainment
Table 12
Organizational Learning Capability H-value p-value @ 0.05 Interpretation

A. Experimentation 1.843 0.765 Not Significant

B. Risk Taking 1.918 0.751 Not Significant

C. Interaction with External Environment 0.694 0.952 Not Significant

D. Dialogue 2.912 0.573 Not Significant

E. Participative Decision-Making 7.604 0.107 Not Significant

Overall 2.789 0.594 Not Significant

The Kruskal-Wallis H test shows no significant difference in perceived organizational learning capability based on
educational attainment (H=2.789, p=0.594), and the null hypothesis is not rejected. Heniel and Naparota (2021)
agree with these findings, noting no significant variation or predictability based on educational attainment.

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Test of Difference in the Perceived Level of Organizational Learning Capability in terms of Years in Service
Table 13
Organizational Learning Capability H-value p-value @ 0.05 Interpretation

A. Experimentation 10.319 0.016 Significant

B. Risk Taking 10.505 0.037 Significant

C. Interaction with External Environment 12.077 0.007 Significant

D. Dialogue 8.699 0.034 Significant

E. Participative Decision Making 12.742 0.005 Significant

Overall 13.154 0.004 Significant

Table 13, using the Kruskal-Wallis H test, indicates a significant difference in perceived organizational learning
capability by years of service (H=13.154, p=0.004), rejecting the null hypothesis. Post hoc analysis, employing the
Mann-Whitney U test with Bonferroni correction, showed specific service years with significant differences in
experimentation, risk-taking, interaction with the external environment, risk-taking, dialogue, and participative
decision-making. Age ranges with significant differences were 6-10 years and 16 years and older, and 11-15 years
and 16 years and older. These results differ from Deniz, Cimen, and Kaya's (2017) study which found no significant
variation based on employee tenure.

Test of Difference in the Perceived Level of Organizational Learning Capability in Terms of Position
Table 14
Organizational Learning Capability H-value p-value @ 0.05 Interpretation

A. Experimentation 11.975 0.019 Significant

B. Risk Taking 0.819 0.936 Not Significant

C. Interaction with External Environment 6.812 0.146 Not Significant

D. Dialogue 6.199 0.185 Not Significant

E. Participative Decision-Making 10.314 0.035 Significant

Overall 7.126 0.126 Not Significant

Table 14, using Kruskal-Wallis H test, shows significant contrasts in experimental and participatory decision-
making, but no essential variations in risk-taking, interaction with the outside world, or discourse when respondents
are classified by rank. However, when respondents are classified by position, there is no significant difference in
perceived organizational learning capability (H=7.126, p=0.126), and the null hypothesis is not rejected, indicating
no considerable differences in respondents' responses across different positions. Deniz, Cimen, and Kaya (2017) also
found no substantial variation in organizational learning capacity based on job positions.

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Test of Relationship between School Climate and Organizational Learning Capability

Table 15
Variables ρ-value p-value Interpretation

School Climate

vs 0.803 < 0.001 High Positive Correlation/Significant

Organizational Learning Capability

In Table 15, Spearman Rank-Order Correlation (Spearman rho) is used to examine the association between school
atmosphere and organizational learning capability. The results show a highly positive association (-value=0.803, p-
value 0.001) between teachers' reported school climate and organizational learning capability, indicating that the
perceived quality of school climate affects teachers' organizational learning capabilities positively. The null
hypothesis is rejected. This implies that as the school climate's perceived level rises, so will organizational learning
capability, suggesting that the school climate influences organizational learning capabilities. The study contradicts
Ramirez's (2020) research, which found no significant association between school atmosphere and organizational
learning skills, nor did it reveal a significant difference when grouped based on individual characteristics.

Conclusions

The study found that elementary school teachers in Polanco, Zamboanga del Norte, Philippines, exhibit maturity,
but only a minority of them place importance on pursuing graduate studies. They prioritize collaboration,
instructional innovation, maintaining student interactions, and fostering a positive school atmosphere when using
the Distance Learning Delivery Modality (DLDM). While teachers' positions and educational attainment did not
correspond to the level of school atmosphere, the research highlighted the positive influence of the Learning Delivery
Modality training on teachers' organizational learning capability. Overall, teachers were found to be "very much
capable" of organizational learning capability (LDM 1 & 2), and there was a significant positive association between
school climate and teachers' learning abilities.

Recommendations

After analyzing the findings and conclusions of the study, several recommendations are offered to enhance the
learning capabilities and learning modalities of elementary school teachers and students during the COVID-19
Pandemic.

Firstly, the study suggests that enhancing the management practices of the Department of Education (DepEd) top-
level management could create a more conducive environment for learning in school classrooms. Additionally,
conducting evaluations of School Heads may help ensure the maintenance of the school's learning capabilities and
modalities.

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Secondly, the study recommends that the School Heads of Polanco II District continue their current managerial
practices in dealing with the school environment and students' relationships. This could help sustain the learning
capabilities, learning modalities, students' achievement, community relationships, and safety among students.

Thirdly, the stakeholders can assist Polanco II District in enhancing the school facilities, learning capabilities, and
learning modalities among teachers and students.

Fourthly, educational institutions offering Master of Arts in Educational Management and other related courses have
the option to use the findings of this study as a point of reference to potentially improve school climate and learning
capabilities among teachers and students, as well as learning modalities, in times of the COVID-19 Pandemic.

Lastly, future researchers may use the findings of this study as a benchmark for their research implementation to
gain insights into how to further enhance the learning capabilities and learning modalities of teachers and students
in elementary schools.

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