Abstract
This quantitative descriptive-correlational study investigated the influence of organizational culture on teachers’ self-efficacy in five public elementary schools in Montevista District, Davao de Oro, Philippines, during the 2024–2025 academic year. A total of 38 teachers and 279 students participated in the study. Data were collected using validated survey instruments measuring organizational culture through indicators such as, empowerment, shared leadership, and ownership—and teacher self-efficacy, as assessed by both teachers and students. Statistical analysis using Pearson’s correlation coefficient revealed a strong positive relationship with an r-value of 0.838 and p-value of < 0.001 between organizational culture and teacher self-efficacy. Results revealed an overall mean of 4.06 for organizational culture, described as very high. This means that teachers perceived a highly practiced organizational culture and demonstrated high levels of self-efficacy, particularly in confidence and classroom instruction. On the other hand, self-efficacy of teachers got an overall mean of 4.3, described as high. The findings emphasized the importance of a supportive and collaborative school culture in improving the teachers’ professional confidence and instructional effectiveness. The study recommends that school leaders and policymakers prioritize strategies that cultivate inclusive, empowering, and value-driven organizational environments to strengthen teacher efficacy and improve educational outcomes.
