ORGANIZATIONAL CLIMATE AND TEACHER’S SELF-EFFICACY: A DESCRIPTIVE CORRELATIONAL STUDY

Educational administration and Management

This study employed a descriptive-correlational research design to examine the relationship between organizational climate and teacher self-efficacy. This study investigated the relationship between organizational climate and teacher self-efficacy and was conducted across five public schools within the New Bataan District: Cabinuangan Central Elementary School, Cogonon Integrated School, La Purisima Elementary School, Panag Elementary School, and San Roque Elementary School. The sample comprised 205 student respondents and 106 teacher respondents. Data were gathered to evaluate perceptions of the prevailing organizational climate and to assess teachers' self-efficacy beliefs concerning their instructional capabilities. The results of this investigation are intended to elucidate the impact of the school environment on teacher self-efficacy. Results indicated no statistically significant correlation between these variables. Examination of organizational climate domains, including structure, norms, cohesiveness, and standards, similarly showed no significant predictive capacity for teacher self-efficacy. The results suggest that other unmeasured variables may exert a more dominant influence on teacher self-efficacy. Further research is warranted to explore the complex interplay of factors contributing to teacher self-efficacy and to investigate potential indirect or moderating effects of organizational climate. The implications of these findings may inform the development of targeted interventions aimed at enhancing teacher performance and fostering overall school improvement within the specified district.

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