Abstract:
Educational specialists claim that teacher morale has suffered from responsibility stresses and constrained competence, but exactly what is most reduced by these pressures remains vague. The central purpose of the study was to verify the influence of organizational culture on teachers' morale. To realize this, the research used a descriptive-correlational approach of research which required elementary teachers as the respondents of this protocol. The data were gathered and treated using the Statistical Packages for Social Science or the SPSS. The results disclosed that: (1) the organizational culture was generally high. Higher level of valuations was noted on the participation among teachers, respect for each other, openness, and action orientation. An indication that the schools appreciate the existence of teachers as workers of innovations, and as builders of unity between people in an educational organic system; (2) the teachers' morale was at moderate level of assessment. Higher level of morale was noted on appreciation of principals as the head of the organization which really makes teachers to work better and uplift their morale as they continue to soar for the benefits of the students with utmost confidence and unconditional commitment; (3) seven variables of organizational culture influences teachers' morale in varying extent but the variable on action orientation appeared to be the best predictors of teachers' morale. The results suggest that to increase teachers' morale is to increase the ability of the organization to take actions for every crisis that they encounter. Hence, to be morally good is to feel safe and protected. Towards the end of the study, the conclusions were drawn, and recommendations were offered.
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