Abstract
This examined the interplay between school climate, management practices, and teachers' character development in Seventh-Day Adventist schools within Central Mindanao Mission. Specifically, it analyzed school climate based on supportive, directive, collegial, and intimate behaviors; management practices in terms of planning, directing, organizing, and controlling; and character development in the areas of mental, physical, emotional, and spiritual growth of teachers. Additionally, the study examined the relationship between school climate, management practices, and character development. It was conducted among the elementary teachers under Central Mindanao Mission, with 109 employees who participated in the study. It seeks to answer the following questions. What is the extent of the school climate in terms of supportive, directive, collegial, and intimate behavior of the school?; What is the level of school management practices in terms of planning, directing, organizing, and controlling of the school head?; What is the level of character development in terms of mental, physical, emotional, and spiritual development of the teachers?; Is there a significant relationship on the level of the school climate, and the school management, to the character development of the teachers?; Do the school climate and management practices influence the character development of teachers? The study utilized descriptive correlational and causal comparative research designs. Data was gathered through the use of survey questionnaires. The results revealed that the school climate and management practices under Central Mindanao Mission schools in Bukidnon are highly implemented. Furthermore, the respondents agreed that they consistently improved in all instances, indicating a strong commitment to holistic growth. In addition, there is a significant positive correlation between school climate, management practices, and teachers' character development, indicating that a supportive school climate and effective management practices enhanced teachers' overall well-being and character development. Moreover, the study proved that both school climate and management practices significantly influence the character development of teachers, with management practices exerting a slightly stronger impact. The strong statistical significance of the model indicates that enhancements in these areas can lead to meaningful improvements in teachers' character development.
