Organizational Culture as a Predictor of Teacher Morale and Job Performance Among Secondary School Teachers in Malapatan, Sarangani Province

Teacher morale and job performance are critical factors influencing educational effectiveness; however, limited studies have examined the extent to which organizational culture predicts these outcomes in secondary school settings. This study investigated organizational culture as a predictor of teachers’ morale and job performance in selected secondary schools in Malapatan, Sarangani Province. Specifically, it determined the level of organizational culture in terms of leadership support, communication, collaboration, and recognition; the level of teachers’ morale; and the level of teachers’ job performance based on Individual Performance Commitment and Review Form (IPCRF) ratings. A descriptive-correlational research design utilizing regression analysis was employed. The respondents were 101 Junior High School and Senior High School teachers selected through stratified random sampling. Data were gathered using a researcher-made questionnaire for organizational culture and teachers’ morale, while job performance data were obtained from official IPCRF records. Data were analyzed using mean, standard deviation, and simple linear regression through Jamovi software. Findings revealed that organizational culture was rated very high across all dimensions. Teachers’ morale was likewise rated very high, while job performance was rated outstanding based on IPCRF results. Regression analysis showed that organizational culture significantly predicted teachers’ morale, explaining 59.8% of its variance. Organizational culture also significantly predicted teachers’ job performance, although the amount of variance explained was relatively small (3.95%). It is concluded that organizational culture is a significant predictor of both teachers’ morale and job performance, with a stronger predictive effect on morale than on job performance. The study recommends strengthening positive organizational culture practices and exploring additional factors that may contribute to teachers’ job performance.