ADMINISTRATIVE SUPPORT AND SCHOOL CULTURE: THEIR INFLUENCE TO ORGANIZATIONAL EFFECTIVENESS IN PUBLIC ELEMENTARY SCHOOLS

Educational Administration

The study aimed to determine the levels of administrative support, school culture, and organizational effectiveness in public elementary schools of Maragusan West District, Davao de Oro, Philippines, and to examine the relationships among these variables using a quantitative, non-experimental, descriptive–correlational research design. The respondents consisted of 150 teaching and non-teaching personnel selected through universal sampling from ten public elementary schools. Data were gathered using a validated researcher-made questionnaire and analyzed through mean, Pearson’s correlation coefficient, and regression analysis. The results revealed that administrative support and school culture were generally perceived at low levels in terms of mentoring, recognition, resource provision, collaboration, communication, and supportive environment. Organizational effectiveness was likewise rated low in terms of instructional quality, staff morale, and student learning outcomes. Moreover, findings displayed a high positive and statistically significant correlation between administrative support and organizational effectiveness, and a very high positive and statistically significant correlation between school culture and organizational effectiveness. Regression analysis confirmed that both administrative support and school culture are strong predictors of organizational effectiveness. The findings of the study provide an important baseline for strengthening leadership practices, fostering collaborative school culture, and enhancing personnel performance. They may serve as guidance for school administrators and policymakers in crafting programs and interventions that promote supportive environments, improve staff morale, and sustain student achievement in public elementary schools.

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