School Culture, Teachers’ Professional Development, and Instructional Practices in the Schools Division of Passi City: A Descriptive-Correlational Study

School Culture, Teachers’ Professional Development, and Instructional Practices in the Schools Division of Passi City: A Descriptive-Correlational Study

Ginalyn Montano
https://orcid.org/0009-0007-8407-4195
ginalyn.montano001@deped.gov.ph
Guimaras State University
McLain, Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/232077

ABSTRACT

The effectiveness of teaching is deeply embedded in institutional arrangements, where school culture and continuous professional development (CPD) shape instructional practices that influence student outcomes. This study examined the levels of school culture, CPD, and instructional practices among public elementary school teachers in Passi City, as well as differences across demographic variables and the relationships among these constructs. A descriptive–correlational research design was employed, involving 225 teachers selected through proportional stratified sampling from a population of 515. Data were collected using a validated researcher-developed questionnaire composed of Likert-type and dichotomous items measuring school culture, CPD, and instructional practices. Data analysis utilized Statistical Package for the Social Sciences (SPSS), applying descriptive statistics (frequency, percentage, mean, and standard deviation) to determine levels of the variables, and inferential statistics, including the Mann–Whitney U test and Kruskal–Wallis H test, to examine differences across demographic groups. Spearman’s rho correlation was used to determine relationships among school culture, CPD, and instructional practices, with the level of significance set at α = 0.05. Findings revealed a very high level of school culture (M = 4.54), indicating strong collegiality and shared values, while CPD was rated high, reflecting consistent but uneven access to professional learning opportunities. Instructional practices were widely implemented across groups. Correlation analysis showed a strong positive relationship between school culture and CPD (ρ = .732, p < .001), a moderate positive relationship between CPD and instructional practices (ρ = .224, p = .001), and a weak but significant relationship between school culture and instructional practices (ρ = .148, p = .026). The study concludes that school culture serves as a foundational structure that supports professional development, which in turn exerts the most direct influence on instructional practices. Strengthening both school culture and CPD is therefore essential to improving instructional quality and advancing student learning outcomes in public elementary schools.

Keywords: school culture; professional development; instructional practices; Passi City; elementary education

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