Antecedent Of Teaching Learning Performance: The Role of School Climate and Teachers Workplace Empowerment

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@article{1718779,
      author = {Quennie Marie S. Cablao, Vivian P. Vizcara},
      title = {Antecedent Of Teaching Learning Performance: The Role of School Climate and Teachers Workplace Empowerment},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {12},
      pages = {1266-1295},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1718779.pdf},
      abstract = {This research assessed school climate and workplace empowerment towards teachers’ performance in the select public secondary schools   Cebu City Division, Cebu City, during the school year 2024-2025. Findings of the study served as basis for teachers' enhancement of school climate and empowerment program. There are ninety three (93) total respondents four (4) instruments utilized in this research. On the existing school climate manifestation teachers generally affirm the presence of collegiality in their workplace. On the Shared Planning data shown, teachers affirm active involvement. Level of the workplace empowerment of the teachers in the aspect of participation in decision making teachers rated agree. Supervisors are viewed as receptive and respectful of teacher input. On the level of teachers’ capability in their teaching performance in the implementation interpreted as High. On the curriculum and Planning data shown, teachers exhibit strong capability.  On the Assessment and Reporting, data illustrates highest rating among the four domains. As to correlation between the school climate and teachers’ workplace empowerment in teaching performance, the data illustrates that there is a strong and significant correlation between school climate and workplace empowerment indicators, particularly in the areas of participation in decision-making and perceptions of immediate supervisors.  As to school climate and teacher capability, It highlights that school climate has a strong and significant correlation with teachers’ capability across all measured domains. The strongest relationship is seen between collegiality and content knowledge and pedagogy The data illustrates that a number of significant barriers exist in the school environment, the most pronounced barrier, is the concern regarding classrooms not being conducive to learning.  It is concluded that there is a strong and significant correlation between school climate and workplace empowerment indicators, particularly in the areas of participation in decision-making and perceptions of immediate supervisors. In the light of the findings, it is recommended that the enhancement of school climate and empowerment program as the output of the study must be implemented.},
      keywords = {Development in Education, Teaching Learning Performance, School Climate, Teachers Workplace Empowerment, Descriptive Design, Cebu City, Philippines},
      month = {June},
      doi = {https://doi.org/10.64388/IREV9I12-1718779}
  }