Examining the Relationship of Learning Organization Dimensions and School Climate to School Effectiveness
DOI:
https://doi.org/10.54536/jtel.v4i2.7709Keywords:
Descriptive-correlational design, Dimensions of learning organization, Educational administration, School climate, School effectivenessAbstract
This study examined the relationship of learning organization dimensions and school climate to school effectiveness in selected elementary schools in Bunawan District, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved teachers from East Bunawan Central Elementary School, West Bunawan Central Elementary School, San Andres Elementary School, Brookside Elementary School, and Tumalog Elementary School who were selected through universal sampling. A validated and adapted survey questionnaire was used to measure the three major variables: learning organization dimensions as to continuous learning, dialogue and inquiry, team learning, embedded systems, empowerment, system connection, and strategic leadership, school climate as to staff connectedness, structure for learning, school safety, physical environment, peer/adult relations, and parental involvement, and school effectiveness as to instructional leadership, clear and focused mission, safe and orderly environment, frequent monitoring of student progress, positive home–school relations, and opportunity to learn and time on task. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple linear regression analysis. Results revealed that schools demonstrated high levels of learning organization practices, positive school climate, and school effectiveness. Significant relationships were found between learning organization dimensions and school effectiveness, as well as between school climate and school effectiveness. However, regression analysis indicated that not all dimensions of learning organization and school climate significantly predicted school effectiveness. The findings suggest that both organizational learning practices and a positive school climate play crucial roles in enhancing school effectiveness, although certain dimensions exert stronger predictive influence than others. Therefore, school leaders are encouraged to strengthen collaborative learning practices and foster a supportive school climate to sustain and improve overall school effectiveness.
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