School Atmosphere and Teachers’ Performance in Public Elementary Schools’ in Bambang I District
DOI:
https://doi.org/10.5281/zenodo.20025628Keywords:
faculty relations, leadership and decision-making, learning and assessments, organizational climate, school atmosphere, teachers’ performanceAbstract
This study examined the relationship between school atmosphere and teachers’ performance in public elementary schools in Bambang I District, Division of Nueva Vizcaya, during the Academic Year 2025–2026. Grounded in Organizational Climate Theory, the research employed a quantitative descriptive-comparative and correlational design. Data were gathered using an adapted School Climate Assessment Instrument (SCAI). The study assessed eight dimensions of school atmosphere: physical appearance, faculty relations, leadership and decision-making, discipline environment, community relations, attitude and culture, learning and assessments, and student interactions. The results of the study indicates that the general school atmosphere in Bambang I District had a “high” level of rating, signifying a positive and good school atmosphere. In terms of the dimension, leadership and decision-making as well as faculty relationships were given the highest rating among the eight dimensions, suggesting the presence of excellent management and faculty cooperation. Moreover, the teachers' performance also had an “outstanding” rating level, which signifies good teachers' performance. Through statistical analysis, it can be concluded that there exists a positive correlation between school atmosphere and teachers' performance. In conclusion, it can be said that school atmosphere plays a significant role in the performance of teachers. Positive leadership, effective collaboration, and conducive school atmosphere help improve teachers' performance.
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