ORGANIZATIONAL CLIMATE AND TEACHING PERFORMANCE OF

INSTRUCTORS, BAGO CITY COLLEGE

By

Antonieta May M. Singson, Ed.D

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Organizational climate is a relatively enduring quality of the internal

environment of an organization that is experienced by its members, influences

behavior, and can be described in terms of the values of a particular set of char-

acteristics (or attitudes) of the organization. Organizational climate has become a

very salient factor in determining the course of activities within organizations which

seems appropriate to review the perceptions of other researchers regarding climate.

Organizational climate or environment of a workplace is one of the factors that

explicitly or implicitly influence the level of performance of teachers which can

affects students learning process (Yan, 1990).

As part of the school environment, the Dean’s or principal’s role in creating

an organizational climate is pervasive in all human experiences. It cannot be directly

seen or touched, but it is significant in eliciting and shaping human performance of

the actual jobs and tasks in the work place. A wholesome climate includes the

feelings, attitudes, values, and norms shared among the members of the organization.

Climate therefore, is an empirical source of influence among members of the

organization. Campbell (2000) contends that any specific situation, the

organizational climate and tasks are inseparable; they permeate each other.
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A school as a social system, like other organizations, needs an atmosphere,

which induces the satisfactory performance of all assigned tasks. An organization

can achieve ambitious goal only if its people will contribute knowledge, skills, and

effort to the best of their ability. People will not do so continuously if they are not

rewarded appropriately for their contributions. This requires a climate, which sets

high expectations on individual performance and provides psychological rewards,

which are perceived by the people to be fair and preferably better than what they

could obtain elsewhere.

Bago City College is a community college supervises and finance by the

Local Government Office. For thirty years of its existence, the College has already

created a niche in the education sector. The continuous growth of the college in

terms of population is a manifestation of recognition and popularity of the school not

only in its City but as well as in neighboring cities and even far flung areas.

However, with the unexpected decline in the national standing in the passing

percentage of the degree courses as well as the low academic performance of some

technical students, the researcher prompted to explore some areas that have direct or

indirect influence on the unflattering performance of the students.

As observed by the researcher, for almost six years there was no movement

or promotion in spite that there are already four vacant positions which can be filled

by some of the contractual employees. Different measures had been done to

convince the local officials but the reason for inadequacy of budget for personal

service is always the issue. This imbalance in the faculty position also caught the
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attention of the ALCU accreditors and necessary recommendations were made since

it did not passed the requirement set forth with regards to the number of full-time

instructors in every program. Same true with the EQUAME accreditors as they

commented about the human resource problem. Inevitably, this kind of situation

may somehow create a negative effect on the working environment of the teachers.

The researcher believes that in order for the school to support the ultimate

goal of the Commission on Higher Education for the delivery of excellent education,

an overall assessment of the organization in terms of its structure, policy, procedure,

curriculum, human resource, facilities and management must be given great

importance.

This study investigates the organizational climate and teaching performance

in Bago City College so that findings will serve as bases for intervention and in-

service training to improve on the discovered weaknesses and capitalized on the

strengths of the administrators, department heads, and instructors in the field of

teaching. In addition, it will also assess the barriers towards effective teaching-

learning process.

In like manner, the researcher as a contractual instructors for 12 years with no

promotion at all and based from personal experience that the input generated by the

instructors affects the students’ performance in school and in the board exam. The

researcher believes that this is a rich field to study, hence the investigation.

Theoretical Background
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This study is anchored with the “theory of subsystem climates” by Bergquist

(1998) states, "contemporary organizations are experiencing pervasive

fragmentation, chaos, and inconsistency. One part of the organization does not know

or care what the other parts are doing" (p. 89). As community colleges expand their

missions and boundaries, the resulting growth promotes further fragmentation.

Moreover, factions within an organization may operate from a postmodern, modern,

or even premodern orientation (Bergquist, 1993, 1998). As the resulting

fragmentation escalates, it is likely that various factions throughout the college will

experience organizational climate quite differently. Consequently, it becomes an

overwhelming challenge to unite organizational units with dissimilar systems of

thought around a common purpose.

Accompanying the postmodern reality of fragmentation is the omnipresence

of turbulence in the environments external to community colleges. As a result of

ever-changing environmental demands, community college educators must now

endure constant change and renewal. Within this context, it becomes crucial to

understand how leaders can facilitate productive responses to change, and one

approach toward this end is to understand organizational climate conditions that tend

to expedite organizational responses to societal change (Ayers, 2002). Given the

significance of language and discourse in understanding change within

postmodernity, it follows that we may be able to understand subsystem climates

through the narratives of those who experience them. As Levin (1998) states,

"Organizational change in the community college is conveyed by storytelling:

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through descriptions and explanations that organizational members give to make

sense not only of their organization but also of the relationship between the

organization and its environment". As such, the analysis of such stories figures

prominently in the present study of organizational climate in the postmodern

community college.

This is also supported with the shared-perception model by Hart, Griffin,

Wearing and Cooper (1996) which focuses on mobilization of workforce to

maximize performance, personal and professional parameters, and de-stressing

through identification of supervisor and manager behavior.

Organizational climate of a school as viewed by Halpin and Croft (1963) is

the result of a blend of two important dimensions of interpersonal interaction the

principal's leadership and the teachers' interactions. It has been said that leadership

is a variable in the organization which immensely affect the environment of the

school.

The study of Lewin, Lippitt and White regarding the effects of three different

leader-induced atmospheres, they discovered that leadership styles were very strong

determinants of group behavior. Behavior patterns established in previous situations

were changed in response to changes in leadership styles.

In this premise, another theory that can be linked to this study is the four-

frame organizational theory of Bolman and Deal’s. The theory assumes that the four

organizational frames which compose of structural, human resource, political and

symbolic, represent the diverse accentuation and nature of organizations, and in turn,
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shape how organizational leadership within the respective frames perceives

organizational situations.

In consequence, the accentuation and nature of organizations greatly

influence how situations are defined and the manner in which they are managed most

effectively. These four essential components: structural, human resource frames are

related to management, while the political and symbolic frames are related to

leadership. This multi-frame approach is used in understanding the attributes and

situational contexts of organizational behaviour.

In addition, Bolman and Deal’s theory postulates that successful

organizations, including leaders and managers, are those that understand and utilize a

multi-frame orientation of thinking in assessing situational and environmental

characteristics and anomalies. As stated by Bolman and Deal (1991a) “...an

increasingly complex and turbulent organizational world demands greater cognitive

complexity…” that is, effective and successful organizations need to “...understand

multiple frames and know how to use them in practice”.

The four-frame organizational theory is based on the four frame leadership

style theory as described by Bolman and Deal’s.

These are the following 1) the structural frame which emphasizes efficiency and

effectiveness. Structural leaders make the rational decision over the personal, and

strive to achieve organizational goals and objectives through coordination and

control. 2). The human resource frame emphasizes the individual. Human resource
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leaders value camaraderie and harmony within the work environment, and strive to

achieve organizational goals through meaningful and satisfying work. They

recognize human needs and the importance of congruence between the individual

and the organization. 3). Political frame it emphasizes competition. Political leaders

value practicality and authenticity, and strive to achieve organizational goals through

negotiation and compromise. They recognize the diversity of individuals and

interests, and compete for scarce resources regardless of conflict. Power is an

important resource. 4). Symbolic frame it emphasizes meaning Symbolic leader

value the subjective, and strives to achieve organizational goals through

interpretative rituals and ceremonies. They recognize that symbols give individuals

meaning, and provide direction towards achieving organizational purpose. They

recognize unity and a strong culture and mission.

As stated earlier, a central assumption of Bolman and Deal’s (1991b, 1997,

2003) four-frame organizational theory is that effective organizations must possess

the ability to use multiple frames in organizational policy and procedure, and,

conversely, that reliance of any one or two frames will not lead to effective

organizational performance or a conducive climate.

Literature Background

School as a major formal agency plays a vital role in the educative process of

an individual. As an organization it is complex. Within school organizations there

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are students, teachers, administrators, heads and many kinds of service personnel.

Members of each of these groups occupy distinctive positions and are expected to

behave in certain ways. The role expectations of these groups and norms ascribed to

them are different from each other. Clearly, the relationships among many kinds of

people in schools are varied and complex. Only if those relationships are

understood and generally accepted can the school organization function effectively

and efficiently.

Every school organization has a climate that distinguishes it from other

schools and influences behavior and feelings of teachers and students for that school

(Sergiovanni & Starratt, 1988 cited by Raza 2010). Organizational climate as

defined by Owen is the study of perception that individuals have of various aspects

of the environment in the organization. As for schools, climate is a necessary link

between organizational structure and teacher attitude and behavior. It was found that

formal characteristics of schools had an important influence on the way in which

teachers perceived climate (George & Bishop, 1971). Clearly, climate represents a

composite of the meditating variables that intervene between the structure of an

organization and the style and other characteristics of leaders and teacher

performance and satisfaction.

Llanera, S. (2007) conducted a study on the organizational Climate and found

out that “open climate type” revealed in Filamer Christian College and concluded

that organizational climate of the school directly affect teachers and students

performance.
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In school setting, a favorable school climate provides the structure within

which students, teachers, administrators, and parents function cooperatively and

constructively. Lezotte (1990) were prominent in linking climate directly to school

effectiveness. School climate has been found to positively affect academic

achievement to positively influence a student's behavior and to impact the decision

to remain in school.

Teachers as the conveyor of learning play a vital role in the students’

academic performance. Several studies have shown that there is a direct link

between teacher’s performance and student achievements. Raza’s (2010)

investigation revealed that there is a significant relationship existed between the

school organizational climate and teachers’ performance. Although teachers' strong

effect would significantly influence students' academic achievement other factors

such as socio-economic background, family support, and intellectual aptitude of

student, personality of student, self-confidence, and previous instructional quality

have been found to also influence students' academic achievement either positively

or negatively (Starr, 2002).

School as a major formal agency plays a vital role in the educative process of

an individual. As an organization it is complex. Within school organizations there

are students, teachers, administrators, heads and many kinds of service personnel.

Members of each of these groups occupy distinctive positions and are expected to

behave in certain ways. The role expectations of these groups and norms ascribed to

them are different from each other. Clearly, the relationships among many kinds of
 11

people in schools are varied and complex. Only if those relationships are

understood and generally accepted can the school organization function effectively

and efficiently.

Freiberg and Stein (1999) assert that "college climate is the “heart and soul”

of a college; the feature of a college that motivates students, teachers and the

principal to love the college and desire to be there each college day. The heart and

soul are used metaphorically to underscore the importance of college climate; it

motivates and gratifies college members that they feel comfortable while in college

making them to be attracted to the college." In view of this, climate is the aspect of

the college that gives it life and reveals values that the college cherishes.

Organizational climate is often equated with morale. Stogdill 1948 cited by

Raza 2010 viewed the organization as an in-put out-put system and regarded

performance and expectations as characteristics of individuals and as abstractions

which refer to observed or inferred aspects of behaviour. Interaction, of course,

would be an input that would influence organizational behavior. Output behaviors,

or group achievement was examined in terms of productivity, morale and integration.

It was also concluded that an increase or decrease in inputs permits an increase or

decrease in productivity, morale and integration simultaneously. It was further

suggested that productivity can be increased with some expense to integration if

inputs are held constant. An increase in integration will likely involve some

decrease in productivity? Therefore it was concluded that morale was usually, but not

always, related positively to productivity. Finally, Stogdill suggested that morale

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tends to be higher under medium degrees of integration than under extremely high or

low degrees of integration.

Thus, climate makes a difference. That is, it differentiates levels of

performance among organizations. Hundreds of studies have demonstrated the link

between organizational climate and bottom-line performance measures such as

volume, efficiency, productivity, and customer perceptions of service quality.

Typically, climate has accounted for 10 to 25 percent of the variance in performance

measures. In many cases it has even been possible to predict significant

improvements in performance based on climate improvements (Browne 2002).

Study conducted by Pirola-Merlo, Hartel, Mann & Hirst (2002) on the impact

of team climate and how team climate relates to performance showed that, team

climate had a positive relation with team performance.

Edis (1995) argues that performance is something that the person leaves

behind and that exists apart from the purpose. Measurable actions are considered to

constitute performance and one has to differentiate between an action (behavioural)

aspect and an outcome aspect of performance. Thus, action (behavioural) aspect of

performance refers to what an individual does in the work situation according to

organizational goals and outcome is the consequence or result of the individual's

behaviour.

Teacher's performance is the way in which a teacher behaves in the process of

teaching. Teacher's performance is known to be related to teacher's effectiveness

(Medly and Shannon, 1994).

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Leal, J. (2006) conducted a study on instructional competencies and teaching

performance of instructors and found out that the teaching performance of the

instructors is connected to the academic performance of the students. It was also

discovered that the instructional competencies and teaching performance made by

students, and instructors were highly related to one another.

Researchers from the Institute of Education in London found little evidence

to suggest the payments had improved results or attracted more people in teaching.

In its 2003 submission to the School Teachers Review Body, the Department for

Education said teachers could not expect an above-inflation pay increase in 2004.

The department is also considering giving individual schools more power to set pay

rates for their staff.

In a controversial move in the UK education sector, the Department for

Education has insisted that teachers pay must be linked to performance as part of its

plans to “modernise” public sector services-including workplace reform.

Recently, the survey of the performances of colleges and universities

demands for the urgency of revitalizing the teaching-learning approach. This is to

cater the need of globally competent learning for the 21 st century. There is a widely

shared belief that the quality of the colleges and universities is declining. There is

scepticism about their adequacy in preparing individuals for the demanding

challenges facing the current and future workplace.

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Both the academe and the public seem to be preoccupied with making

schools better. Educators, parents, corporate, and other community members are

continuously engaged in discussions about improving education.

It is rightly said that the quality and level of excellence in education depend

upon the quality and competence of teachers and that no system of education can rise

above its teachers and no nation can rise above its system of education. The teacher

is the echelon in the entire system of education. It is also correctly stated that if any

revolution is to be brought in education that should be started from teacher. During

the professional preparation of teachers, emphasis is laid upon the enhancement of

their competencies through changing their behavior.

Zohar (2000) commented that variation in behaviour at the level of the

individual supervisor - the group climate level of analysis - affected safety

behaviours, and it was plausible that this would hold true for other aspects of

climate.

Catone (1990), studied the effects of three different leader-induced

atmospheres. They discovered that leadership styles were very strong determinants

of group behavior. Behavior patterns established in previous situations were

changed in response to changes in leadership styles.

The above literatures and studies serve as bases in the development of

problem, methodology and in the interpretation of the findings.

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THE PROBLEM

Statement of the Problem

This study aims to determine the organizational climate and performance of

the college instructors in Bago City College during the academic year 2011-2012.

The findings of the study will serve as bases for the proposed institutionalized

faculty effectiveness plan.

More specifically, it seeks to answers to the following questions:

1. What is the profile of the instructors in terms of:

1.1. age;
1.2. gender;

1.3. length of service;

1.4. employment status; and

1.5. educational attainment?

2. What is the organizational climate dimension of the department heads and

instructors as perceived by them, their instructors and department heads?

3. What is the level of teaching performance of Instructors as to:
3.1. subject matter;
3.2. instructional skill;

3.3. communication skill;

3.4. evaluative techniques;

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3.5. classroom management; and

3.6. teachers personality?

4. Is there significant difference on the teaching performance of

instructors when they are grouped according to profile?

5. Is there a significant relationship between:

5.1. profile and organizational climate;

5.2. profile and teaching performance; and

5.3. organizational climate and teaching performance?

6. What institutionalized faculty development plan can be developed and proposed

based on the findings of the study?

Statement of the Null Hypothesis

Ho1: There is no significant difference in the organizational climate profile of the

two departments as perceived by the department heads and by their

instructors.

Ho2: There is no significant difference on the teaching performance

of instructors when they are grouped according to profile?

Ho3: There is no significant relationship between:

3.1. profile and organizational climate

3.2. profile and performance; and

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3.3. organizational climate and teaching performance.

Significance of the Study

The findings of this investigation will be of great importance to the

following:

Students. The result of the research will reveal the climate that prevails in

the school. A pleasant relationship that transpires between the administrator and the

instructors generates positive climate, in effect lead to a better learning atmosphere

for the students. In addition, the research will enable to establish development and

training program for the enhancement of the instructors to become even more

effective in the delivery of their job which the students is the direct beneficiary.

Instructors. The result of this study will serve as an avenue to the

instructors for the expression of their perception and feelings about the way things

are in school and become aware of their needs, actions and feelings and at the same

time developing awareness of their own duties and responsibilities towards the

promotion of better organizational climate. The findings of this investigation will

serve as a basis to develop an enhancement programs for faculty development and

create an opportunity for some concern instructors to be heard of their grievances.

Likewise, this will serve as a basis for fostering improved working relationships

between administrators and academic staff, amongst academic staff and between

academic staff and students.

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School Administrator. The result of this study will provide the school

administrator the essential information on how the instructor perceive and feel about

things in school that is affecting the performance of their job. Such information will

be useful in providing bases for planning personnel policies and other allied

concerns. In addition, the research will provide necessary information and more

understanding about the strength and weakness of the management and their relation

with college effectiveness. The results of this study, could be used by the

administration to assess areas need to be improved or changed in order to create

meaningful relationship with the employees which would lead to a more pleasant

environment for all the stakeholder.

Institution. The findings of this study will give direction to the organization

to what areas that needs to be improved and strengthened in order to create a positive

climate which is crucial to the formation of healthy and friendly academic

atmosphere. Likewise, this would lead to higher student achievement which is the

primary goal of this institution.

Board of Trustees. The findings of this study will provide the governing

body insights of the prevailing climate in the school that will enhance their

understanding of school human resource and its attendant problems. Similarly, it

will provide necessary information and more understanding about the administrator

competencies and her relation with college effectiveness. The awareness of the

impact of the results of this investigation in the performance of the school will lead
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to a realization to review the current policies, procedures, practices, and human

resource of the institution for the betterment and attainment of its goals.

RESEARCH METHODOLOGY

Research Design

The descriptive-correlational design will be used in this study. In the words

of Garcia, C. & Reganit A. (2010), descriptive research is concerned with the

analysis of the relationships between non-manipulated variables and the development

of generalizations, extending its conclusions beyond the sample observed. On the

other hand, correlational research assesses relationship among naturally occurring

variables with the goal of identifying predictive relationships.

Research Environment

Bago City College is a local government funded tertiary institution offering

one graduate studies and various degree and technical programs. The Board of

Trustees as a governing and approving body of the schools, is compose of eight (8)

members, headed by the City Mayor who is the Chairman of the Board. In terms of

academic program, the Academic Council which is made up of seven (7) members is
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responsible for the design and development of curriculum and other matters in the

academe.

The School Administrator is the Chief Executive of Bago City College who

was appointed by the City Mayor upon the recommendation of the Board of

Trustees. The College is divided into two departments, and it is under the direction

of the Department Head for the degree and Department Head for Technical. A

Chairman is also a designated for every program. School support services and

school organizations is under the supervision of the Head in Student Affairs and

Services.

For non-teaching employees, it consists of twenty eight (28) full time

administrative staff and six (6) casual employees. While the teaching force, is

comprises of twenty eight (28) full-time instructors, sixteen (16) contractuals, forty-

one (41) with full time /part-time status and twenty-six (26) part timers with mother

agency.

This Academic Year 2010-2011 total enrollees of Bago City College is

approximately rose to 4,100 compared to last year of 3,900. Seventy-nine percent

(79%) were enrolled in degree programs and twenty-one percent (21%) in technical

programs. The College is known to have the lowest tuition fee in Negros

Occidental. Gauging from the socio economic standing of majority of the students,

the researcher can say that 70% of the students belong to low income level family.

In terms of facilities, the College is continuously improving its library, equipments,

laboratories, computer centers and sports facilities.

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Research Respondents

The respondents of this study are the three (3) department heads and eighty

nine (89) instructors who are currently employed at Bago City College for almost

one year. The administrator, designate as the officer in charge, department head in

the technical, degree department head, twenty eight (28) regular teachers, sixteen

(16) contractual teachers, and forty one (41) part-time-fulltime, and four (4)

administrative staff with 12 units teaching loads will be requested to answer the

organizational climate description questionnaire. The above mentioned position will

also be considered as research participants to rate their immediate department head.

TABLE 1

Category Total Number of Percentage

Respondents
Administrator (OIC) 1 1 1%
Department Head 2 2 2%
Full time instructors 28 28 29%
Contractual 16 16 17%
Full-time/part-time 41 41 44%
Administrative staff with 4 4 4%
12 units teaching loads
Total 92 92 100%

Research Participants

The students from both technical and degree department will be used as

participants to rate the teaching performance of their teachers as to their perception

on the effectiveness of their mentor inside the classroom in terms of subject matter,
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instructional skill, communication skill, evaluative techniques, classroom

management, and teachers personality.

Research Instruments

The questionnaire that will be used in this study is composed of three parts.

Part 1 will be the respondents’ bio-profile (See Appendix B). The respondents will

be requested to check the data that best describe their personal profile.

Part II will be the Organizational Climate Description Questionnaire

(OCDQ) based from Halpin and Don Croft (1969), which is composed of 31-item

and divided into eight subtest where in four characteristics of teachers as a group and

four are characteristics of department heads as leaders (See Appendix C).

The four factors considered in describing the characteristics of teachers as a

group are disengagement and hindrance, which are negative and esprit and intimacy,

which are positive. The other four factors, which are used to describe the

characteristics of the leaders, are aloofness and production emphasis, which are

negative elements and thrust and consideration, which are positive. These factors

constitute the eight dimensions of the school’s organization climate.

The eight dimension of OCDQ and the number of items for each dimension

are as follows: Teachers’ behaviour: disengagement – 3 items; hindrance is 4 items;

esprit 4 items; and intimacy 3 items. Department Head’s behaviour: aloofness 4

items; production emphasis 5 items; thrust, 5 items; and consideration 3 items.

Scoring of Organizational Climate Description Questionnaire:

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The scoring of the OCDQ is adopted from the research of Llanera (2007)

conducted in one of the university in Roxas City suited and patterned based on

Philippine condition.

The scale against which each statement characterized the school is defined by

five categories:

Numerical Equivalent Qualitative Interpretation

5 Strongly Agree (SA)

4 Agree (A)

3 Undecided (UN)

2 Disagree (DA)

1 Strongly Disagree (SDA)

To categorize the group means to a more comprehensive pattern, it is

necessary to classify the responses which are converted into weights to same levels

for qualitative interpretation. Since the department heads and teachers’ behaviour

may exhibit high, average, and low, the following formula were used in this study for

the interpretation of the scores which are based on the mean results od each

dimensions.

Weighted Mean Level of Quality Qualitative Interpretation

3.35 – 5.00 + High

1.68 - 3.34 +- Average

1.00 - 1.67 - Low

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School climate profile or climate types may be identified depending on

whether each dimension is high, average, or low.

The characteristics of these climate types as described in Halpin’s research

are as follows:

1. Open Climate – High esprit (E+), low disengagement (D-), low hindrance

(H-); average intimacy (I+-), average aloofness (A+-), high consideration

(C+), average thrust (T+-); low production emphasis (PE-).

2. Autonomous Climate – High esprit(E+), high intimacy (I+); low

disengagement (D-), low hindrance(H-); high aloofness (A+); low production

emphasis(PE-), average consideration(C+-); average thrust(T+-).

3. Controlled Climate - High esprit (E+), low disengagement (D-), high

production emphasis (PE+), low consideration (C-), high trust (T+), average

aloofness (A+-), high hindrance (H+), low intimacy (I-).

4. Familiar Climate – High disengagement (D+), low hindrance (H-), high

intimacy (I+), average esprit (E+-), high consideration (C+), low aloofness

(A-), low production emphasis (PE-), average thrust (T+-).

5. Paternal Climate - High production emphasis (PE+), high disengagement

(D+), low hindrance (H-), low intimacy (I-), low esprit (E-), average thrust

(T+-), low aloofness (A-), high consideration (H+).

6. Close Climate – high disengagement (D+), high hindrance (H+), average

intimacy (I+-), low esprit (E-), low thrust (T-), high aloofness (A+), high

production emphasis (PE+), low consideration (C-).

To construct the school’s climate profile, the researcher first referred to the

obtained mean each of the eight subtests of the organizational climate. The
 25

scores defined the average response of the department heads, and instructors for

each subtest. The profile of scores showed how most of the instructors and

department heads in each department characterized the organizational climate of

their school. The scores indicated how true certain types of behaviour occurred

among the instructors with the department heads.

Part III is the Teaching Performance Questionnaire (See Appendix D). The

questionnaire composed of six (6) areas on monitoring Teacher’s performance. The

areas included in the questionnaire are as follows: mastery of the subject matter,

Instructional skills, communication skills, evaluative techniques, classroom

management and teacher’s personality.

Each of item in the scale is answerable with any responses: “Strongly

Agree” (4), “Agree” (3), “Disagree” (2), and “Strongly Disagree” (1) to indicate the

level of agreement on each item.

For statistical interpretation of data for teaching performance:

Scale Interpretation

1.0 – 1.75 Poor

1.76 – 2.5 Fair

2.51 – 3.25 Good

3.26 – 4.0 Very Good

Research Procedure
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A letter addressed to the administrator (OIC) will be made in asking

permission to conduct a study on the organizational climate and teaching

performance of instructors in Bago City College. After the letter will be approved by

the administrator, the researcher will use the purposive sampling method on the

selection of research respondents which will be composed of the department heads

and instructors. The research respondents will then be given the organizational

climate description questionnaire (OCDQ) to rate themselves and their subordinates.

The required number of samples will be determined using the ten percent

sample and became the basis for determining the number of student-participants to

answer the teaching performance questionnaire, which can proportionately represent

each level to rate the instructors. The researcher will assure the respondents and

participants on the anonymity of their identities and the confidentiality of their

responses.

Treatment of Data

To facilitate a clear and reliable interpretation of data the following statistical

tools will be utilized:

Frequency and Percentage Distribution will be used in determining the

profile of the instructors.

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Means will be used in getting into the organizational climate dimension of

departments heads and instructors as perceived by them and by their instructors and

the organizational climate profile of the two department and when taken as a whole.

This will also used in determining the teaching performance of instructors in term of

six (6) areas and their profile.

t-test will be used to determine the significant difference of the organizational

climate profile of the two department as perceived by the department heads and by

their instructors. It will also be used in getting the significant difference on the

teaching performance of instructors when grouped according to gender.

A Kruskal-Wallis H-test will be used to find out if there is a significant

difference on the teaching performance of instructors when they are grouped

according to age, length of service, employment status, and highest educational

attainment.

Spearman’s Rank Correlation Coefficient will be used to find out if there is a

significant relationship between the profile and teaching performance, and

organizational climate and teaching performance.

Definition of Terms
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The following terms are defined operationally for better understanding and

appreciation of the study.

Bio-profile refers to the personal characteristics of the respondents which

include age classified; 21-35 years old, 36-50 years old, and 51 years old and above;

gender; either male or female, length of service; 1-5 years, 6-10 years, and 11 years

up, employment status; regular, contractual, and part-time/fulltime, highest

educational attainment; Bachelors degree holder, with Masters units, with Doctorate

units, Master’s degree holder, and Doctorate degree holder.

Aloofness this refers to department head’s behaviour in the organizational

climate description questionnaire (OCDQ) which composed of 4 items.

Classroom management skills refer to the ability to maintain discipline in

the classroom, practice time management, and establish harmonious relationship

with students. More so, maintain maximum students’ attendance.

Communication skills refer to the skillful use of verbal and nonverbal

language that arouses and maintains students’ interest and attention. Also includes

correct usage of grammar, attentive listeners, encourages students to speak in

complete sentence and write correctly and demonstrate sensitivity of students

gestures.

Consideration refers to the attitude of the department head that is

humanistic in his outlook regarding his staff and their personal needs. It composed

of 3 items in the organizational climate description questionnaire.

 29

Department Heads includes the administrator assigned as officer in-charge,

the dean of technical and degree department and the subject area chair.

Disengagement refers to a instructor's tendency to be "not with it". It

describes a group which is "going through motions", a group that is "not in gear"

with respect to the task at hand ... In short, this focuses on the instructor's behaviour

in a task oriented situation.

Evaluative technique refers on the frequency of evaluation given to

students, utilize appropriate materials and tools for assessment, gives out homework

and test the level of mastery of the students.

Esprit refers to "morale" of teachers, a feeling that their social needs are

being satisfied and that they are at the same time, enjoying a sense of

accomplishment.

Instructors refer to the regular, contractual and part-time/full-time

instructors of Bago City College and those administrative staff with twelve units

teaching load for First Semester of the Academic Year 2011-2012.

Hindrance refers to the instructors' feeling that the department head burdens

them with routine duties, committee demands and other requirements which they feel

are unnecessary work. It composed of four items in the organizational climate

description questionnaire (OCDQ).

Instructional skills refer to the ten (10) items described in the teaching

performance questionnaire.
 30

Intimacy refers to a teacher's enjoyment of friendly social relations with

each other. This describes a social need satisfaction which is not necessary

associated with task accomplishment.

Mastery of Subject Matter refers to the ability of the instructors to present

the lesson logically, able to relate the lesson in real life situation, provides clear

presentation of the subject matter and demonstrate mastery of the course contents.

Organizational climate refers to the environment of schools under study. It

refers to the environment of Bago City College that will be measured by and

described through the OCDQ.

Production emphasis refers to the administrator’s attitude wherein it

emphasizes production to the exclusion of meeting social or personal needs of the

staff.

Teacher’s performance - refers to the actual job accomplishment of the

instructors of Bago City College based on the result of the Teaching Performance

Questionnaire for First Semester of the Academic Year 2011-2012.

Teacher’s personality explains personality as the dynamic organization of

those traits and characteristic patterns of behaviour that are unique to the individual

Challahan (1987).

In this study, it includes the manner of dressing, good grooming and over-all

disposition and charisma.

Thrust refers to the attitude of the department head that is concerned with

setting an example as an educational leader. It is characterized by the department

 31

head’s attempt to motivate instructors and engender pride and a sense of

accomplishment in them and in the organization.

Students refers to an individual presently enrolled at Bago City College for

first semester of the academic year 2011-2012.

Bibliography
 32

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