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Abstract
School culture—shaped by values, attitudes, and beliefs—is vital to school success in the Philippines, where teacher performance plays a pivotal role in shaping the quality and direction of education. However, this issue is not only confined to the local setting. On a global scale, a limited understanding of school culture remains a challenge, hindering progress toward quality education under UN SDG 4. The study aimed to identify how school culture correlates with and potentially influences variations in teachers' professional performance and behavioral attributes. This descriptive-correlational study examined how school culture influences teachers' work proficiency and behavioral competencies in seven (7) private schools in General Santos City, using two questionnaires: one on school culture and the DepEd Self-Assessment Tool (SAT), with 182 teacher respondents—both were administered for quantitative data analysis. The results showed private school teachers practice school culture to a great extent (M = 4.00), with high work proficiency (M=3.98), high behavioral competence (M=3.71), and school culture significantly influences teachers' work proficiency and behavioral competencies, and there was a significant difference between variables (p = 0.0000). This recommends that school administrators should foster a positive school culture through regular teacher collaboration training, clear harmony policies and feedback surveys, encourage teachers to share best practices that contribute to a strong school culture and establish a mentoring program where highly proficient teachers can support their peers, promoting an exchange of best teaching practices, private schools should do a reassessment of the existing practices that greatly contribute to the school culture and refine the domains that need to be improved and future researchers may explore how school culture affects other areas of the organization.
