CHANGE MANAGEMENT STRATEGIES AND ORGANIZATIONAL CULTURE AS PREDICTORS OF SCHOOL PERFORMANCE

Educational Administration

This study examined the level of change management strategies, organizational culture, and school performance, as well as the relationships among these variables in secondary schools in Maco North District, Division of Davao de Oro for School Year 2025–2026. A quantitative descriptive–correlational research design using an ex post facto, non-experimental approach was employed. The respondents consisted of 108 teachers from seven public schools in the district. Data were gathered using structured survey questionnaires that measured change management strategies, organizational culture, and school performance indicators such as graduation rate, completion rate, promotion rate, survival rate, retention rate, participation rate, drop-out rate, and repetition rate. Statistical tools used included mean, Shapiro–Wilk test, and Spearman rho correlation. Findings revealed that both change management strategies and organizational culture were rated at a very high level, indicating that school heads consistently demonstrated strong leadership practices in managing change, promoting collaboration, ensuring customer orientation, and strengthening cultural values within the school environment. However, school performance showed mixed results, with graduation, promotion, and retention rates interpreted as outstanding, while survival rate, participation rate, drop-out rate, and repetition rate reflected areas needing improvement. In terms of relationships, the results showed that change management strategies had no significant relationship with school performance, while organizational culture also showed no significant relationship with school performance. Both variables yielded very weak and non-significant correlation values, indicating that their influence on school performance was minimal. The study concluded that although school heads exhibited strong change management practices and organizational culture, these alone were not sufficient to significantly influence school performance outcomes. Other factors such as instructional quality, learner characteristics, and resource availability may play a more critical role. The study recommends strengthening instructional interventions alongside leadership and cultural improvements to enhance overall school performance.

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