ORGANIZATIONAL CLIMATE AND TEAM EFFECTIVENESS AS PREDICTORS OF TEACHER MORALE: A SEQUENTIAL EXPLANATORY APPROACH
Abstract
This study examined the extent to which organizational climate and team effectiveness predict teacher morale among public elementary school teachers in selected provinces of the Davao Region. Employing a sequential explanatory mixed-methods design, the quantitative phase involved 400 public elementary school teachers from Davao del Sur, Davao Occidental, Davao de Oro, Davao Oriental, and Davao del Norte, selected through stratified random sampling. Data were analyzed using mean, Pearson product-moment correlation, and regression analysis. The qualitative phase was conducted to explain and enrich the quantitative findings through focus group discussions with seven participants and in-depth interviews with five participants. Purposive sampling, phenomenological inquiry, and thematic analysis were used to generate meaningful insights from the participants' lived experiences. Findings revealed very high levels of organizational climate, team effectiveness, and teacher morale among the respondents. Results further showed a significant relationship between organizational climate and teacher morale, indicating that a supportive, collaborative, and well-managed school environment contributes to the enhancement of teachers’ morale. However, team effectiveness was found to have no significant relationship with teacher morale. Regression analysis identified organizational climate as the strongest predictor of teacher morale. The qualitative findings generated 22 themes that provided deeper explanations of how school leadership, collegial support, communication, recognition, professional relationships, and institutional support shape teachers’ motivation, commitment, and overall morale. Overall, the study highlights the vital role of a positive organizational climate in sustaining teacher morale and strengthening school performance. The findings offer practical implications for school administrators, policymakers, and educational leaders in designing interventions that promote teacher well-being, professional engagement, and quality education.
SDG #4: Quality Education
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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6795
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