Organizational effectiveness and academic performance as influenced by institutional culture and leadership profile

Abstract

This survey- correlational study aimed at ascertaining the organizational effectiveness and school academic performance as influenced by school culture and leadership profile of identified school leaders in the Department of Education in the province of Iloilo. It likewise aimed to find out whether leadership profile and institutional culture would relate to organizational effectiveness, and school academic performance. Conducted in January 2010, 128 randomly selected teachers and five school principals participated in the study. The two-stage random sampling method was employed in the selection of the teacher- participants. Five (5) data- gathering instruments - (a) Cooke's Leadership/Impact (1996) which includes one (1) Self-Report Inventory for School Administrators and one (1) Description by Others Inventory for Teachers; (b) Cooke and Lafferty's Organizational Culture Inventory (OCI) (2003) composed of one (1) Ideal OCI Organizational Effectiveness Inventory (OEI) (1997) were used to gather data needed for the research. The pupils' achievement in the 2009 National Achievement Test (NAT) was taken from their test results compiled at the Division Office. Only achievements in English, mathematics, and science & health were included. Statistical tools employed were the means, frequency counts, percentage analysis, standard deviations, the t-test, Two-Way ANOVA, and the Pearson's r. Significance level was set at 0.5 alpha. All statistical data was processed through the Statistical Package for Social Sciences (SPSS) software. Study results were as follows: As to leadership profile, the teachers observed their principals 'often" affiliative, humanistic encouraging, self-actualizing, and achievement; while "rarely" competitive and oppositional. The principals reported that they carry out "always" the domains of approval, affiliative, humanistic encouraging, and self actualizing. On the other hand, they carry out "rarely" being oppositional, competitive, and avoidance. In terms of strategy, both groups agreed that prescriptive leadership was carried out to a "great extent" while restrictive leadership was to a "moderate extent". As to institutional culture, the teachers viewed "to a great extent" their culture and affiliative, humanistic encouraging, self-actualizing, achieveming, and approval-oriented. They viewed "to a slight extent" the culture of being oppositional. The principals, on the other hand, viewed "to a very great extent" their culture to affiliative, humanistic encouraging, and self-actualizing; they reported "to a slight extent" the culture of avoidance and being oppositional. Generally, the teachers viewed the public central elementary schools "highly effective" in almost all domains of organizational effectiveness. The pupils' academic performance in the central schools in the Division of Iloilo is "moving towards mastery" in all three subject areas: mathematics, science and health, and English. Significant differences existed in the teachers' perception of organizational effectiveness when they were classified according to leadership profile and institutional culture, and in the principals' perception of institutional effectiveness when they were classified according to institutional culture; in the English and science and health achievements of public central elementary school among the teachers classified according to their perception of leadership profile; in the English, mathematics, and science & health achievements of public central elementary school among the principals classified according to institutional culture. Positive and significant relationships existed between leadership profile and institutional culture; between leadership profile and organizational effectiveness; between leadership profile and pupils' English achievement; between leadership profile and science & health achievement; between institutional culture and mathematics achievement; between institutional culture and pupils' science & health achievement; between organizational effectiveness and pupil's mathematics achievement; between pupil's English and science & health achievement; and between pupils' mathematics and science & health achievement.