This document presents a study on school effectiveness as a function of organizational structure, culture, and programs in private elementary schools. The study aimed to determine the profiles of principals, assess the level of effectiveness of organizational structure, culture and programs, identify differences in perceptions between principals and teachers, examine trends in achievement test results, and propose monitoring guidelines. Key findings include that principals and teachers rated organizational structure, culture and programs as "very satisfactory". Principals and teachers differed in their perceptions of organizational structure and culture but not programs. Most schools showed improving achievement test results. Monitoring guidelines were proposed to help schools sustain quality.

1. School Effectiveness as a
Function of Organizational
Structure, Organizational Culture
and School Programs: An Initial
Approximation for Quality
Assurance
Helen Sumagaysay Losbañes
Researcher

2. Members:
Doris J. Santos
Ritchie C. Lozano
Analyn A. Carag
Emmie Rita Fontanilla
Carleen Aquino
Zyth Mark Apusaga
Cathy M. Calalung
Joana Kristel I. Mata

3. I. Statement of the Problem
The main purpose of this study
was to determine school
effectiveness as a function of
organizational structure,
organizational culture and school
programs which is an initial
approximation for quality assurance.
Specifically, it sought to answer the
following questions:

4. 1. What is the profile of the principals
in terms of the following:
1.1 Language spoken at Home;
1.2 Regional Origin;
1.3 Sex;
1.4 Age;
1.5 Civil Status;
1.6 Health;
1.7 Socio-Economic Status;
1.8 Special Talents;
1.9 Hobbies;

5. 1.10 Status of Appointment;
1.11 Number of years in Teaching;
1.12 Number of years in
Administrative Position;
1.13 Highest Educational Attainment;
1.14 Government Examination
Passed;
1.15 Awards/Honors Received;
1.16 Scholarship Grants;
1.17 Professional Membership
1.18 Access to Equipment;

6. 1.19 Reading Materials Available at
Home;
1.20 Attendance to
Conferences/Seminars/Conventions;
1.21 Nature of Participation in
Conferences/Conventions; and
1.22 Scholarly Works/Publications

7. 2. What is the level of effectiveness of
the organizational structure of the
private elementary schools in terms
of:
2.1 Leadership;
2.2 Motivation;
2.3 Communication;
2.4 Decision Making;
2.5 Goal Setting;
2.6 Creativity; and
2.7 Control?

8. 3. What is the level of effectiveness of
the organizational culture of the
private elementary schools in terms
of:
3.1 Team Orientation;
3.2 Innovation;
3.3 Attention to Detail;
3.4 Outcome Orientation
3.5 People Orientation;
3.6 Aggresiveness; and
3.7 Stabilty?

9. 4. What is the level of effectiveness of
the school programs of the
selected private elementary
schools in terms ;
of:
4.1 Mission, Goals and Objectives
4.2 The Teacher;
4.3 Curriculum/Instruction;
4.4 The Administration;
4.5 The School Environment; and
4.6 The Learner?

10. 5. Are there significant differences in
the perception of administrators
and teachers in terms of the
following:
5.1 Level of effectiveness of
Organizational Structure;
5.2 Level of effectiveness of
Organizational Culture; and
5.3 Level of Effectiveness in the
School Programs?

11. 6. What is the trend of achievement
within the last five (5) years in
terms of National Elementary
Achievement Test (NEAT) Results
of Grade VI in the selected private
schools?
7. Based on the findings, what are the
proposed monitoring guidelines
that can be developed to assist
private schools in sustaining
quality assurance?

12. II. Research Methodology
The present study is descriptive in
nature because it determined the level
of effectiveness of the private
elementary schools in the Division of
Taguig and Pateros. The respondents of
the study were the fifteen(15)
administrators and one hundred twelve
(112) teachers of the eleven (11) out of
the fifteen (15) recognized private
elementary schools in the Division of
Taguig and Pateros.

13. A one hundred eighty one (181)
item questionnaire which was divided
into 3 parts were used namely: the Level
of Organizational Effectiveness in terms
of Organizational Structure 63 items; the
Level of Organizational Effectiveness in
terms of Organizational Culture 65 items
and the Level of Organizational
Effectiveness of the School Programs
53 items which were used to gather data
needed for the study.

14. The judgmental validity of the
instrument was established by four (4)
experts in educational administration
and accreditation. The construct validity
and internal consistency of the
instrument were established through
item component and Inter component
correlation Matrix. An observation guide
and an interview were also used to
verify the veracity of the information
and the gathered data.

15. The data were submitted to the
University of the Philippine Computer
Center for the following statistical
procedures: frequency and percentage
distribution to describe the socio-demographic
profile of the respondents;
mean to determine the level of
effectiveness of the organizational
structure, organizational culture and the
school programs; standard deviation to
measure the variations as to the quality
of the data

16. based on the perception of the
respondents; Pearson rxy Product
Moment Correlation to establish the
validity and internal consistency
(reliability) of the ; Pearson
instrument and t-test
of Independent Samples to find out the
difference in the perception of teachers
and principals in terms of the
effectiveness of the organizational
structure, organizational culture and
and the school program.

17. III. Summary of the Findings
1. Socio-Demographic Profile
Majority of the respondents
(73.30%) use English as one the
languages spoken at home, (33.33%) are
Tagalog/s Ilongos and most of the
principals are females, (53.30%) ages
between 30-51 years old and majority
(73.30%) are married while 40% have
very satisfactory health condition.
Of the fifteen principals, 60%
have a family monthly gross income b

18. Between PhP 10,000-PhP 30,000 and
almost all principals own a house and lot
86.70% and 66.70% have 0-2 number of
children.
Most of them 40% have special talents
in playing ballgames, while almost 93.30%
are fond of reading and the same
percentage enjoy their permanent work
status. Though, 20% taught for less than a
year most of the principles have teaching
experiences ranging between 5 to 36 years
old and been in the administrative position
for 5 years and above.

19. Only few principals met the mandated
qualifications (26.70%) to be a holder of
Master of Arts degree but 100% are
eligible. While majority of the principals
(66.70%) are not recipients of any award
nor enjoyed scholarship grants (86.70%)
and more than half 53.30% have no
Professional affiliation. Moreover, 100%
have daily newspaper at home while
86.70% have access to TV/VCD/DVD and
the same number have attendance to local
or division level doing an active role

20. 53.30% as facilitator or speaker in
seminars or conventions and the same
number revealed of their scholarly
contributions in the academe as an
author/contributor in different publications
or with unpublished thesis or dissertation.
2. Level of Effectiveness of
Organizational Structure
The principals rated their level of
effectiveness “very satisfactory” as
revealed by overall weighted mean of
4.25.While the teachers rated the

21. the level of effectiveness of the principals
“very satisfactory” with the overall
weighted mean of 4.09.
3. The Level of Effectiveness of
Organizational Culture
In terms of Organizational Culture, the
principal rated their effectiveness “ very
satisfactory” as evidenced by an overall
weighted mean of 4.23. Similarly, the
teachers rated the level of effectiveness of
the principal’s “very satisfactory” with an
average weighted mean of 4.40.

22. 4. The Level of Effectiveness of the School
Programs
The principal rated their level of
effectiveness of the School Programs
“very satisfactory” as revealed by an
overall weighted mean of 4.23. Likewise,
the teachers rayed the level of
effectiveness of the school programs “very
satisfactory” with an average weighted
mean of 4.11

23. The rating “Very Satisfactory” means
that both the teachers and principals
observe their schools with very competent
or acceptable characteristics based on the
given statement.
5. Differences in the Perception of the
Principals and Teachers
There is a significant difference
between the perceptions of the principals
and teachers in terms of organizational
structure and organizational culture while
both have the same perception as to the
effectiveness of the school programs.

24. 6. The trend of Achievement
Most schools had ascending trend of
Achievement based on the National
Elementary Achievement Tests (NEAT)
administered by DepED.
7. Proposed Monitoring guidelines for
Quality Assurance
A monitoring guidelines has been
developed to assist private elementary
schools in order to sustain quality
assurance.

25. IV. Conclusions
Based on the findings of this study,
the following conclusions are drawn:
1. That all private elementary school
principals are eligible, have sense of
enjoyment in their work as manifestedin
their long years of teaching experiences
and administrative works. In addition, their
active role and participation in seminars
and conventions can be linked with their
exposure to educational reading materials
and accessibility to audiovisual
equipments.

26. 2. That the present level of effectiveness of
the organizational structure and
organizational culture as perceived by both
the principals and the teachers are very
satisfactory. While they have different
perceptions in the level of effectiveness of
the school programs.
3. That there is a significant difference in
the perception of the administrators on the
level of effectiveness of organizational
structure and organizational culture.
However, there is no significant difference in
their perception as to the level of
effectiveness of the school programs.

27. 4. That most schools had ascending trend
of achievements based on the National
Elementary Achievement Tests (NEAT)
administered by the Department of
Education.
5. That the Proposed Monitoring
Guideline to sustain quality assurance is
needed to assist schools.

28. Recommendations:
Based on the findings and conclusions of
this study, the following implications were
drawn, and could serve as basis for
recommendations:
1. The private elementary school principals
should enroll in post graduate course not only to
meet the requirement mandated by DepEd but
also to enhance their administrative and
leadership skills in order to enrich their level of
effectiveness in terms of the school programs.

29. 2. The private school principals should not
only focus on their cognitive and affective
skills but rather they should also develop
their special talents and skills which
greatly influence and affect the level of
effectiveness of the school culture