SCHOOL HEADS AND TEACHERS’ QUALIFICATIONS AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) ON THE SCHOOL LEVEL OF PRACTICE

Abstract

This study explored the school heads and teachers’ qualifications and Organizational Citizenship Behavior (OCB) on the school level of practice. There were one hundred (100) respondents combined five (5) school heads and (95) teachers from selected public schools in the Division of Laguna. This quantitative research utilized descriptive correlation. The self-made questionnaire developed and crafted by the researcher was based on the School Based Management Assessment Tool. This questionnaire was administered and gathered data on the school heads and teachers’ qualifications and organizational citizenship behavior (OCB) on the school level of practice.

The statistical treatment used in this research were mean, standard deviation, Pearson r and regression analysis in analyzing the school heads and teachers’ qualifications and organizational citizenship behavior on the school level of practice.

The school heads and teachers’ qualifications were not observed to have any significant relationship with the school heads and teachers’ organizational citizenship behavior. This is based on the computed r values obtained from the tests which were less than the critical r value. Furthermore, p-values obtained were greater than the significance alpha 0.05, hence the absence of a significance.

The first hypothesis stating that “There is no significant relationship between school heads and teachers’ qualifications and organizational citizenship behavior” is accepted. Second hypothesis stating that “There is no significant effect between the school heads and teachers’ qualifications on the school level of practice” is partially accepted. The third hypothesis stating that “There is no significant effect between the school head and teachers’ organizational citizenship behavior and school level of practice” is rejected.

Noting the results, the recommendations based on the conclusions, School heads and teachers’ welfare needs more development and support for their professional development to help the learners perform well and improve the school level of practice. More programs and recognitions for the accomplishments and sacrifices of school heads and teachers must be practiced to uplift their proficiency in management and teaching. DepEd must develop more trainings and programs related to school heads and teachers’ organizational citizenship behavior for the benefits of each member of the organization and provision on the needs of the clients.