School Culture and Work Responsibility among Teachers in Public Elementary School

Abstract

This study looked into the interplay between school culture and work responsibility among public elementary school teachers. Utilizing a survey approach, data were collected to explore the relationship between school culture indicators - including communication, collaboration, student-centeredness, equity, and inclusivity - and teachers' perceived work responsibilities. Findings reveal a significant positive correlation between school culture and work responsibility), indicating the influential role of a positive school culture in shaping teachers' perceptions. Moreover, stepwise multiple linear regression analysis identifies specific indicators - student-centeredness, equity and inclusivity, collaboration, and communication - that significantly influence work responsibility. This comprehensive understanding contributes to the enhancement of teacher well-being and job satisfaction, ultimately leading to improved educational outcomes. Recommendations are provided for educational stakeholders, such as the Department of Education, school principals, teachers, students, and future researchers, to promote a positive school culture that supports collaborative efforts, inclusivity, and student-centered approaches. This study's insights offer practical guidance for fostering a conducive and enriching school environment for both educators and learners.