Relationship of Organizational Climate and Self-Efficacy of Key Stage 1 Teachers

AUTHOR(S)

BERGIE L. TOBIAS NAIRO S. OLALIA, EdD JONNY S. VIRAY, EdD

ABSTRACT

——This study sought to assess the relationship of organizational climate and self-efficacy of Key Stage 1 teachers in Mexico South District of the Division of Pampanga Division of Pampanga during the School Year 2024-2025. The researcher used quantitative method, specifically a descriptive-correlational design for this study. The respondents of the study were the Key Stage 1 teachers. There were 122 Key Stage 1 teachers in the district who became the respondent of the study and were selected using random sampling. Questionnaires were utilized as instrument. Weighted mean and Pearson R were applied for interpretation. Results revealed that Key Stage 1 teachers provided a strongly agree rating on Supportive Behavior (M=3.33), Directive Behavior ((M=3.35), and Restrictive Behavior (M=3.33) for Principal’s Behavior. In addition, they rated Teachers’ Behavior as strongly agree on Collegial Behavior (M=4.30), Intimate Behavior (M=3.30) and Disengaged Behavior (M=3.33).Also, Key Stage 1 teachers provided a great deal assessment on their efficacy in terms of student engagement (M=3.36), instructional strategies (M=3.45), and classroom management (M=3.40). Furthermore, the relationship between organizational climate and self-efficacy of teachers obtained an r value of 0.6834 and p value of 0.0006. Lastly, an efficacy sustainability plan was proposed based on the results of the study. Keywords: efficacy, organizational climate, correlational, behavior