International Journal on Science and Technology

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School Culture, Teachers Performance and Educational Quality of Public Secondary School

Author(s) Mr. ERWIN T. RAPERAP, Dr. GINA F. LABITAD
Country Philippines
Abstract This study, titled School Culture and Teacher Performance of Public Secondary School, examines how organizational conditions and instructional practices relates to educational quality. Schools challenges such as inadequate safety measures, limited inclusivity, insufficient academic support, and weak peer collaboration, which may reduce teacher motivation and effectiveness and consequently hinder the teaching–learning process and student outcomes. Emphasizing the need to assess the actual conditions experienced by teachers and how these conditions shape classroom practices, the study evaluates school culture in terms of safety, inclusivity, academic support, and peer relationships, as well as teacher performance in relation to clarity of instruction, supportiveness, feedback, and professionalism. It further investigates the relationships among these variables to determine how they collectively contribute to educational quality. The respondents consisted of 192 public secondary school teachers from both rural and urban settings. A descriptive–correlational research design was employed, utilizing a standardized questionnaire to gather data, and statistical tools such as mean, percentage, standard deviation, and Pearson product moment correlation were used to describe existing practices and determine the strength and significance of relationships among the variables.

The results of the study revealed that the respondents generally assessed school culture as high in terms of safety and security within the school environment, inclusivity and respect for diversity, academic support, and the overall learning environment, while the level of teacher performance was also rated high in terms of clarity and effectiveness of instruction, approachability and supportiveness, feedback on student academic work, and teacher professionalism and respectfulness. Similarly, the respondents assessed the level of educational quality as high with regard to curriculum implementation, instructional delivery, assessment practices, and student support services. Furthermore, the study found significant positive relationships between school culture and educational quality, as well as between teacher performance and educational quality. These findings highlight the importance of fostering a positive school culture and implementing professional development programs as key strategies for sustaining high-quality education. This indicates that a supportive and inclusive school environment enhances teacher effectiveness, which in turn strengthens the overall quality of education in public secondary schools. It is therefore recommended that public secondary schools continue to promote supportive environments and maintain high teaching standards to further improve educational quality.
Keywords school culture, teacher performance, educational quality
Field Sociology > Education
Published In Volume 17, Issue 2, April-June 2026
Published On 2026-04-28
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