Transforming Teaching: How Instructional Support and a Positive School Culture Drive Teacher Productivity

Transforming Teaching: How Instructional Support and a Positive School Culture Drive Teacher Productivity

Lyn Lee Mae B. Madulara¹, James L. Paglinawan, Phd², Raul C. Orongan, Phd³

¹Teacher, Upper Rancho Elementary School, Pangantucan South District, Department of Education

²Professor, Central Mindanao University Musuan, Bukidnon, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9020202

Received: 31 January 2025; Accepted: 08 February 2025; Published: 11 March 2025

ABSTRACT

This research investigates the effect of instructional support and school culture on Teachers’ productivity within the locale of Pangantucan District, Division of Bukidnon. The district is characterized by its unique socio-cultural context and community dynamics which shape the experiences of teachers within the district. The study aims to comprehensively examine the influence of instructional support and school culture on Teachers’ productivity, providing in-depth insights into the factors contributing to educational outcomes in Pangantucan District. This research emphasizes the necessity for schools to create a supportive environment characterized by strong leadership and collaboration among teachers. By investing in instructional support and professional development opportunities, educational leaders can cultivate an atmosphere conducive to teaching excellence that ultimately benefits student learning outcomes.

The findings indicate that teachers experience a high level of instructional support across various dimensions, including resource availability, effective communication, and visible leadership, with an overall mean score of 4.18. Additionally, the analysis highlights the importance of school culture in fostering collaboration among teachers, with “Unity of Purpose” receiving the highest mean score of 4.60. Significant positive correlations were found between teacher productivity and factors such as visible leadership and professional development.

Keywords: instructional support, school culture, teacher productivity, leadership, collaboration, professional development

INTRODUCTION

The success of any education system hinges significantly on the productivity of its teachers, a truth particularly evident in the Philippines. Existing research robustly demonstrates the positive correlation between instructional support and teacher effectiveness. For instance, Arcelo’s (2020) work highlights how targeted coaching and professional development initiatives can sharpen teachers’ skills, leading to enhanced student learning outcomes. Similarly, Cabaluna and Mendoza (2019) underscore the importance of a positive school culture, characterized by strong administrative backing and harmonious colleague relationships, in creating an environment where educators can flourish. The empowerment of teachers to make decisions regarding their pedagogical practices, as noted by Reyes and Bautista (2021), further fuels their engagement and effectiveness. However, a critical gap exists in understanding the specific challenges faced by teachers in rural, underserved districts like Pangantucan, Bukidnon. While broad challenges such as inadequate support and negative school climates are often cited as hindering productivity, they fail to capture the nuances of the Pangantucan context. This study endeavors to bridge this gap by looking at the possible relationship of instructional support and positive school culture to the teachers’ productivity.

The well-being of teachers is inextricably linked to their productivity. Dela Cruz and Santos (2022) aptly point out that addressing workload and stress is paramount to maintaining job satisfaction among teachers. In the Philippines, many public-school teachers face obstacles like insufficient instructional support and a lack of collaborative school culture, which can significantly diminish their effectiveness. However, in Pangantucan District, these challenges are often compounded by a complex interplay of factors including geographical isolation, limited access to resources beyond basic necessities, and the unique socio-cultural dynamics of the indigenous communities that comprise a significant portion of the student population. This means teachers often grapple with issues like multi-grade classrooms, a lack of updated teaching materials relevant to the local context, and the need to bridge cultural gaps to effectively engage with students and their families. This study is interesting because it goes beyond surface-level observations to investigate into the lived experiences of teachers in Pangantucan, measured quantitatively. It acknowledges the resilience and dedication of these educators while also shedding light on the systemic challenges they face, from navigating complex bureaucratic processes to working with limited infrastructure and technology. By cultivating a supportive environment and ensuring access to necessary resources, policymakers can substantially enhance teachers’ productivity and, consequently, elevate the quality of education for students. The findings of this research will contribute valuable insights to the existing body of knowledge on improving teacher effectiveness and fostering student achievement, specifically within the unique geographical and socio-cultural context of Pangantucan District.

Therefore, this study seeks to unpack the intricate relationships between instructional support, school culture, and teacher productivity in Pangantucan District. It aims to not only identify the unique challenges faced by educators in this area, such as limited access to tailored professional development and the impact of socio-cultural factors on classroom dynamics, but also to propose targeted, actionable strategies to address these issues and ultimately improve educational outcomes.

FRAMEWORK

Instructional support, encompassing resources like professional development, coaching, and collaborative planning, is widely recognized as vital for empowering teachers to enhance their pedagogical practices. Arcelo (2020), for example, demonstrated that targeted coaching significantly improved teacher productivity. Specifically, Arcelo’s intervention focused on providing teachers with individualized feedback on lesson plans through structured mentoring sessions, incorporating best practices in pedagogy and classroom management techniques gleaned from high-performing schools. This resulted in a measurable increase in student test scores, particularly in literacy and numeracy, and a reported increase in teacher confidence and self-efficacy in implementing innovative teaching strategies. However, it’s important to note that Arcelo’s study was conducted in urban schools with readily available internet access and a higher concentration of experienced mentors. Implementing similar programs in rural areas like Pangantucan District may face obstacles such as limited internet connectivity, making online coaching sessions challenging, and a lack of readily available substitute teachers, making it difficult for teachers to attend in-person professional development. Furthermore, the digital divide may exacerbate existing inequalities, as teachers in Pangantucan District may lack access to updated software and hardware crucial for engaging in virtual professional development. Kraft et al. (2016) further support this, finding that such support not only bolsters teachers’ confidence but also equips them with the skills necessary to address the diverse learning needs present in their classrooms, ultimately leading to increased productivity.

The culture within a school is also a critical factor in shaping teachers’ productivity. A positive school culture, characterized by strong relationships among staff, supportive leadership, and shared goals, creates an environment where teachers feel valued and motivated to perform at their best (Cabaluna & Mendoza, 2019). Cabaluna and Mendoza (2019)’s research highlights the crucial role of collegial support in fostering teacher well-being and effectiveness. They found that teachers who reported strong relationships with their colleagues were more likely to collaborate on lesson planning, adapting curriculum to better fit the needs of diverse learners, and share resources, including locally sourced materials and culturally relevant teaching aids, and seek advice from one another. This collaborative environment, in turn, led to increased teacher job satisfaction, a reduction in teacher burnout, and improved student engagement in the classroom, evidenced by increased participation rates and improved attendance. When teachers work in a collaborative atmosphere, they are more likely to share ideas and resources, which can lead to innovative teaching practices and improved student engagement (Hargreaves & Fullan, 2012). Conversely, a negative school culture can lead to feelings of isolation and frustration, which can hinder teachers’ effectiveness and overall job satisfaction (Goddard et al., 2015).

While existing research provides valuable insights into the impact of instructional support and school culture on teacher productivity, several gaps remain. For example, there i00s a limited understanding of how these factors interact with the unique socio-cultural context of rural communities like Pangantucan District, where indigenous traditions, linguistic diversity, and varying levels of parental involvement can significantly impact the effectiveness of standardized interventions. This study aims to address this gap by examining the specific challenges and opportunities presented by the Pangantucan District context, taking into account the influence of cultural values on teacher-student relationships and the effectiveness of different instructional approaches, and identifying culturally relevant strategies for enhancing teacher productivity that align with the community’s needs and aspirations. By incorporating indigenous knowledge and culturally responsive teaching practices, the study seeks to develop a holistic model of teacher support that is sensitive to the unique context of Pangantucan District. Understanding how these factors influence productivity can lead to better decision-making regarding professional development programs and school policies (Desimone, 2009). Enhancing instructional support and fostering a positive school culture can lead to improved teacher performance (Hattie, 2015; Leithwood & Jantzi, 2006).

OBJECTIVES OF STUDY

This study seeks to examine the relationship between instructional support and school culture and their impact on teacher productivity in the Pangantucan District. Specifically, it aims to explore the roles of leadership, collaboration, and professional development in enhancing teacher effectiveness. Specifically, it sought to answer the following: 1) evaluate the level of instructional support to teachers: 2) assess the level of school culture experienced by teachers: 3) describe the level of Teachers’ Productivity: 4) determine the relationship between teachers’ productivity, and 5) Identify which of the variables best predicts teachers’ productivity.

METHODS

This study adopted a quantitative, descriptive-correlational research design to explore the relationships between instructional support, school culture, and teacher productivity within Pangantucan District, Bukidnon. Data was collected from 250 randomly selected public school teachers across eleven schools in the district (six in Pangantucan North and five in Pangantucan South) through a survey instrument based on a Likert scale. Stratified random sampling was employed to ensure representation from both the northern and southern regions of the district. The average teaching experience of the respondents was 12.5 years, ranging from 2 to 30 years. In terms of educational attainment, 65% held a Bachelor’s degree, 30% a Master’s degree, and 5% had completed postgraduate coursework beyond a Master’s.

The survey instrument, adapted from previously validated scales developed by Alcotin-Dutosme (2022), Davis (2015), and Camañero (2017), comprised three main sections: instructional support (15 items), school culture (12 items), and teacher productivity (10 items). Sample items included “I have access to the instructional materials I need” (instructional support), “Teachers in this school regularly collaborate on lesson planning” (school culture), and “I effectively manage my classroom to create a positive learning environment” (teacher productivity).

The Cronbach’s alpha coefficients for the three sections were 0.85, 0.82, and 0.79, respectively, indicating acceptable internal consistency. Prior to administration, a pilot test was conducted with 30 teachers from a neighboring district, resulting in minor revisions for clarity. Data analysis involved calculating total mean scores, conducting Pearson Moment Correlation analysis, and employing regression modeling to determine the relationships between the study variables and to identify the best predictors of teacher productivity. Participants were assured of the confidentiality and anonymity of their responses, and data collection occurred during non-instructional time.

RESULTS AND DISCUSSION

After collecting the survey, data was extracted and analyzed to find the total mean score for each variable. To look at the relationship between instructional support and school culture that affect teachers’ productivity through the use Pearson Moment Correlation and Regression to see which factor best predicts teachers’ productivity.

Table 1 Summarize Table: Instructional Support

Legend:

The highest score was for “Visible Leader” at 4.45, indicating that strong leadership is very important for creating a positive teaching environment. The “Communicator” area also scored high at 4.37, showing that good communication helps address concerns and encourages teamwork among teachers. Overall, the mean score of 4.18 indicates that teachers frequently receive high-quality support. Overall, the mean score of 4.18 indicates that teachers frequently receive high-quality support. This suggests that visible leadership and effective communication are crucial for fostering a supportive instructional environment in schools (Smith et al., 2020; Johnson, 2021; Roberts, 2023).

Table 2 Summarize Table: School Culture

Legend:

The “Unity of Purpose” area received the highest mean score of 4.60, indicating that teachers feel a strong alignment with the school’s mission and goals. This sense of unity is crucial for fostering a collaborative environment where teachers work together towards common objectives. The “Teacher Collaboration” area also scored high at 4.31, suggesting that teachers frequently share strategies and support one another in their professional practices. This suggests that unity of purpose and effective collaboration are essential for fostering a positive teaching environment (Smith, Johnson, & Roberts, 2020; Johnson, 2021; Roberts, 2023).

Table 3 Summarize Table: Teachers’ Productivity

Legend:

The findings indicate that teachers in the Pangantucan district of Bukidnon exhibit a commendable level of productivity across all evaluated dimensions. Specifically, the area of “Professional Growth and Development” achieved a mean score of 4.43, suggesting that educators are actively participating in initiatives that enhance their skills and foster professional recognition. Similarly, the “Community Involvement” area attained a high score of 4.35, while “Pupils Outcome” followed closely with a score of 4.34. The “Teaching-Learning Process” area received a mean score of 4.26, reflecting that teacher are effectively implementing structured lesson plans and nurturing a positive classroom environment, which is crucial for promoting student engagement and achievement.

These findings align with research by Darling-Hammond et al. (2017), which emphasizes the importance of professional development and community engagement in enhancing teacher effectiveness and student outcomes. Additionally, Hattie (2009) highlights that a well-structured teaching-learning process significantly impacts student learning and achievement.

Table 4 The significant relationship existed between Teachers’ Productivity, Instructional Support, and School Culture

Correlation is significant at the 0.01 level (2-tailed).

The findings reveal significant positive correlations between teacher productivity and various dimensions of both instructional support and school culture (p < 0.01). The overall mean for teacher productivity demonstrates a positive correlation with instructional support (R = 0.476) and school culture (R = 0.508), suggesting that as the levels of support and a positive school culture increase, teacher productivity also rises. Notably, the “Visible Leader” variable exhibits a particularly strong correlation (R = 0.490), underscoring the critical role of effective leadership in enhancing teacher productivity. Additionally, “Instructional Resource” (R = 0.462) and “Collaborative Leadership” (R = 0.468) also demonstrate significant relationships. While these correlations indicate a clear association between the studied variables, it is important to note that correlation does not equal causation. There may be other factors not included in this study that contribute to the positive impact.

The significant correlation between “Visible Leader” and teacher productivity suggests that teachers who perceive their leaders as accessible, supportive, and actively involved in school activities tend to be more productive. This could be attributed to the fact that visible leaders are better positioned to understand the challenges faced by teachers, provide timely support, and foster a sense of shared purpose within the school. Furthermore, the correlation between “Instructional Resource” and teacher productivity indicates that access to adequate resources, such as teaching materials, technology, and professional development opportunities, is crucial for enabling teachers to effectively perform their duties.

The correlations between “Collaborative Leadership” and instructional support and school culture suggest a potential interaction effect. It is plausible that collaborative leadership practices enhance the effectiveness of instructional resources and contribute to a more positive school culture. For example, when leaders actively involve teachers in decision-making processes related to resource allocation and curriculum development, it may lead to a greater sense of ownership and commitment among teachers, ultimately resulting in higher productivity. Furthermore, collaborative leadership can foster a culture of shared learning and problem-solving, enabling teachers to collectively address challenges and improve their instructional practices.

While the study demonstrates significant relationships between the studied variables, it is important to acknowledge potential confounding factors that could influence these relationships. For example, teacher motivation, prior experience, and individual personality traits could all play a role in determining teacher productivity. Additionally, external factors such as community support, parental involvement, and socio-economic conditions could also impact teacher effectiveness. Future research should consider these potential confounding factors to gain a more comprehensive understanding of the drivers of teacher productivity.

Table 5 Variables best predict Teachers’ productivity

Regression Equation:

 Y = 1.615 + 0.228X₁ + 0.141X₂ + 0.137X₃ + 0.123X₄

Where:

Y= Teacher productivity

X₁= Visible leader

X₂= Collaborative leadership

X₃ = Instructional resource

X₄ = Professional development

The results of the regression analysis indicate that “Visible Leader” is a strong predictor of teachers’ productivity in Pangantucan District (B = 0.228, p < 0.01). This finding reinforces the notion that effective leadership significantly boosts teachers’ productivity. Additionally, “Collaborative Leadership” (B = 0.141, p < 0.05), “Instructional Resource” (B = 0.137, p < 0.05), and “Professional Development” (B = 0.123, p < 0.05) also emerge as significant predictors, suggesting that when teachers work together, have access to quality resources, and participate in professional development opportunities, their productivity tends to increase. The regression equation (Y = 1.615 + 0.228X1 + 0.141X2 + 0.137X3 + 0.123X4) indicates that a one-unit increase in “Visible Leader” is associated with a 0.228-unit increase in teacher productivity, holding all other variables constant.

The finding that “Visible Leader” is the strongest predictor of teacher productivity has important implications for school leadership practices. It suggests that school leaders should prioritize building strong relationships with teachers, actively engaging in school activities, and providing regular feedback and support. Additionally, leaders should empower teachers to participate in decision-making processes and create a culture of shared responsibility. The significant predictive power of “Collaborative Leadership” and “Instructional Resource” further emphasizes the importance of fostering teamwork and ensuring access to adequate resources for teachers.

The analysis also suggests potential indirect effects of instructional support and school culture on teacher productivity. For example, it is plausible that instructional support indirectly influences teacher productivity by enhancing teacher self-efficacy and job satisfaction. Similarly, a positive school culture may indirectly impact teacher productivity by fostering a sense of belonging and reducing teacher stress. Future research should explore these potential indirect effects to gain a more nuanced understanding of the underlying mechanisms.

Research supports the notion that effective leadership is crucial for enhancing teacher productivity. Studies have demonstrated that visible and supportive leadership practices foster a positive school climate, which in turn enhances teacher engagement and effectiveness (Bryk & Schneider, 2002). The collaborative leadership models also emphasize the importance of teamwork and shared decision-making among educators, which have been linked to improved instructional practices and student outcomes (Hattie, 2018). The Access to instructional resources is also critical, when teachers are equipped with the necessary tools and materials their ability to deliver effective instruction is significantly enhanced that leads to a higher productivity level (Desimone, 2009).

CONCLUSIONS

The research highlights how important instructional support and a positive school culture are for boosting teachers’ productivity. Teachers feel well-supported through resources, good communication, and strong leadership, which helps them succeed in their roles. A high level of collaboration among teachers and alignment with the school’s goals creates a friendly environment for sharing ideas and strategies. The study found that teachers who feel supported are more likely to perform well in the classroom, positively affecting their students’ learning. Key factors like visible leadership and professional development emerged as crucial for enhancing teacher morale and effectiveness. Overall, fostering strong leadership, collaboration, and access to quality resources is essential for improving teacher performance and student success specifically within Pangantucan District. It is suggested that educational leaders may prioritize these areas to create a supportive atmosphere that benefits everyone involved.

RECOMMENDATIONS

To enhance teacher productivity and student success in the Pangantucan District, educational leaders may consider prioritizing ongoing professional development programs that equip teachers with effective instructional strategies. Fostering a collaborative environment through structured team meetings and mentorship initiatives might encourage teachers to share ideas and support one another. Additionally, enhancing communication between teachers and school leaders could create open channels for feedback, fostering a sense of belonging and support within the school community.

Visible leadership may also play a crucial role in boosting teacher morale, as it demonstrates commitment to their professional growth. Improving access to quality resources and ensuring that all teachers have the necessary materials and technology might further enhance their effectiveness in the classroom. Local education authorities could support these efforts by promoting initiatives that build a positive school culture, regularly assessing teacher well-being, and ensuring alignment of goals across schools within the district. By focusing on these areas, leaders may create a supportive atmosphere that benefits both teachers and students alike.

ACKNOWLEDGEMENTS

My deepest appreciation and unlimited thanks addressed to Central Mindanao University and the College of Education for technical support specially to my subject professor Raul C. Orongan, Ph.D., together James L. Paglinawan, Ph.D. for the undying support for this paper to be published, the DepEd specifically in Pangantucan District, Division of Bukidnon for the all-out collaboration and support, thus allowing the respondents to participate in the survey during their free time; and to my family, to everyone and most of all to the Almighty, to make this study a reality.

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