SCHOOL ORGANIZATIONAL CLIMATE AND TEACHERS’ CLASSROOM INSTRUCTIONAL EFFECTIVENESS: INPUTS FOR SCHOOL SUPERVISION

This dissertation identified the perceived effect and influence of organizational climate on teachers' classroom instructional effectiveness. It also examined its influence on effective instruction relating to teacher performance and student achievement. Its intended output aims to provide inputs for school supervision in order to enhance organizational climate towards effective instruction. The researcher employed a mixed method research design utilizing a sequential explanatory approach. The respondents were two hundred thirty-one (231) school heads and three hundred seventy-two (372) teachers from Divisions of Quezon, Lucena, and Tayabas. Data were gathered using a research survey and semi-structured interview and analyzed through weighted mean and Mann Whitney U Test. Findings of the study showed respondents vary in the demographic profile respondents in terms of age; sex; civil status; highest educational attainment; position; and number of years in the service, the prevailing status of school organizational climate is the supportive school climate and is very much evident, there is an extensive perceived effect of school organizational climate to effective classroom instruction. There is also a significant difference in the evaluation on the effect of organizational climate on teachers' classroom instructional effectiveness in terms of upholding academic excellence but have not a significant difference in the other identified components. The interview results yielded that school organizational climate influence teachers' effective classroom instruction and student achievement with identified critical issues and challenges includes the existing rules and norms of the school which are practiced over the year, in improving school organizational climate and can be addressed through leadership efforts to school-wide activities. It is recommended that there is a need to strengthen collaboration mechanism and full participation of all the teachers as well as the parents and other stakeholders in the community in promoting positive and supportive school organizational climate.