Revitalizing the Organizational Behavior of School Division of Secondary School Teachers of Department of Education in the Philippines

• Jonathan Pasion ^[1]
  1. [1] Nueva Vizcaya State University

     Nueva Vizcaya State University

     Bayombong, Filipinas

     
• Localización: JETT, ISSN-e 1989-9572, Vol. 14, Vol. 5, 2023 (Ejemplar dedicado a: LABOSFOR), págs. 144-171
• Idioma: inglés
• Enlaces
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• Resumen

  • This study described the extent of organizational behavior of public secondary school teachers in the Division of Nueva Vizcaya. Specifically, it sought to determine the personal and organizational profile of teachers and the extent of organizational justice and organizational behavior. It used both quantitative and qualitative approaches. Descriptive statistics was used to describe the extent of organizational justice and organizational behavior where means and standard deviations were computed then appropriate qualitative descriptions were incorporated. Non–parametric tests (Mann Whitney and Kruskal Wallis tests) were utilized to assess the significant difference of the respondents’ organizational justice and organizational behavior along certain profile variables. Spearman rho test was employed to determine relationship between and among emotional intelligence, organizational justice, and organizational behavior. Three hundred and five (305) secondary public-school teachers served as respondents. From this, there were 61 teachers from the small schools, 120 teachers from the exceptional schools, and 124 teachers from the big schools. Results shows that the respondents were 41 years old and above ( 35.4% of the 305 respondents), female (238 out of 305), married (203 out of 305) secondary public school teachers , earning Php 18,500 – 19,999 a month (45.6% of the 304 respondents) since mostly have a baccalaureate degree (211 out of 305) and have been teaching for one to six years (36.4 % of the 305 respondents) but with high level of emotional intelligence (mean = 3.35). In terms of organizational rank, Teacher I – II accounts for 45.6 % (139 out of 304) while Head Teacher I – Master Teacher II is 10.5 % (32 out of 304) of the total respondents. The greatest number of respondents came from the big schools (124 out 305) who were assigned to teach under the Makabayan component (38.4 % of the 305 respondents). In addition, there is an equal number of teachers who are from the Mathematics and Science Departments (17.7 % of the 305 respondents). The overall organizational justice displayed by school heads as perceived by the secondary school teachers was seen to be at a great extent (mean = 3.35). The lowest although still described as great is distributive justice (mean =3.32) while the procedural, and interactional dimensions were rated similarly by the teachers with a mean of 3.36, respectively. Based on the findings of the result, it is recommended to come up with a plan to be relevant in practice of organizational justice by school heads that promotes organizational behavior among public secondary school teachers. Also, future study may be considered to determine the factors on how to strengthen the program based on the available data.