Instruction-Conformance, Administrative Motivation, and Organizational Politics on the Policy Implementation Practices of School Administrators
DOI:
https://doi.org/10.5281/zenodo.20160353Keywords:
policy implementation, school administrators, administrative motivation, organizational politics, instruction conformanceAbstract
This study examined the underlying factors of policy implementation practices among 500 school administrators in the Division of Bukidnon, Philippines, addressing gaps in the understanding of how Instruction-Conformance, Administrative Motivation, and Organizational Politics Efficiency determine the execution of DepEd policies amid implementing reforms involving MATATAG and EDCOM II. In accordance with Self-Determination Theory (Deci & Ryan, 2000, 2020), Ferris and Kacmar's (1992) organizational politics model, and Honig's (2006) framework, the study addressed five inquiries regarding levels, relationships, and predictions through a validated survey instrument adapted from the work of Domato, Argon & Dilekçi (2016) and Yaak Kur, and colleagues. (2025) /(n.d., as modified by Peñas, 2022). Spearman's rho correlations revealed substantial favorable correlations between all nine sub-variables (r = 0.764–0.822, p = 0.000). Administrative Motivation was among the most significant factor (Intrinsic/Extrinsic r = 0.822). Multiple regression (R = 0.903, R² = 0.816, F = 241.100, p= 0.000) identified Conflict and Resolution (β = 0.166, p = 0.000), Policy Adherence (β = 0.178, p = 0.000), and Impact on School Performance (β = 0.150, p = 0.000) as top predictors, rejecting all null hypotheses. Findings confirm motivated administrators skilled in politics and conformance excel in policy fidelity. Implications urge DepEd to prioritize conflict training, motivation programs, and adherence modules under PPSSH (DepEd Order No. 24, s. 2020), enhancing reforms. Future research should test interventions longitudinally.
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