Culture and Climate of Public Secondary School in Isabela in the New Normal

Abstract

This study described the present status of the climate and school culture of the public secondary schools in Isabela in this new normal as perceived by the school heads and the teacher, and its interaction between the profile of the school administrators, teachers, and the schools. Descriptive-correlational research was used to give information about the extent of practice of the existence of the school culture and climate. The respondents were the 49 school heads and 323 teachers from the four Schools Division Offices in the Province namely Isabela, Cauayan City, Ilagan City, and Santiago City.

Results showed that the culture and climate of secondary schools in Isabela has been assessed to be “very good” even in the new normal. Affiliative collegiality. professional collaboration, and self-determination or efficacy as well as the psychological environment of the schools in terms safety, environment, assessment and learning, interpersonal relationship, and leadership and decisions were always observed. However, it has been determined that there is no conclusive evidence linking school SBM levels to their present culture and climate. Meanwhile, the school size was found to have a significant bearing on some aspects. Bigger schools tend to initiate more involvement of teachers and staff in the decision-making process and chances are, staff receives more training on school safety policies and procedures. Contrarily, bigger schools will likely have their students a lesser initiative to be part of the school community and less care on the aspects of grading for assessment and learning. It has also been observed that there are shared vision and mission among all staff members in the schools, however, bigger schools tend give less emphasis about it. More so, they tend to have lesser focus on parents and students' concerns, in sending out regular communication to stakeholders, on how parents and other stakeholders work in the best interests of schools, such as Brigada Eskwela and others. Lastly, they also tend to give less attention on the differences in terms of gender, race, culture and the interpersonal relationship among teachers and students.