Chapter 1

INTRODUCTION

Rationale

Globally, issues in workplace environment mostly in productivity and

competitiveness in today’s organizational behaviour are a phenomenal problem. The

consequences are how to attract and retain the best and the brightest in a dwindling

skilled and knowledgeable employees in an organization. Due to pending shortage of

workers in ―knowledge economy‖ many are resigning and retiring that makes the

decreasing of fertility rates of teachers. Competition to attract and retain the teachers Comment [R1]: First paragraph is the problem
of the dependent variable and its importance.

is one of the pressures in globalization leading to streamlining downsizing, competing

with countries where labor is cheap/unregulated when pertains to disorder in

organizational behavior and educational social system (Greenberg, 2012). Comment [R2]: All authors cited should be at
the last part of the paragraph. Note: all authors
should be 2012 and up.
In the Philippines, government policy promotes participation as a means of

improving company workplace environment that occurs negative circumstances when

demands of a job exceed the control; there is a lack of involvement and participation

in decision-making; there are excessive workloads; lack of system in organizational

behavior, lack of social support and managerial support for balancing home activities,

unqualified human resource officer and lack of work responsibilities in organization

(Markus, 2010). Comment [R3]: Second paragraph is the

importance of the independent variable. Connect IV
to DV.
In Region XI, the workplace environment negative write ups are coming out

and resulted in direct costs of worker’s compensation, disability costs , indirect costs

related to rare autocratic, collegial, custodial and supportive organizational behavior

which produce to replacement of employees or even continuous changes in the line

of the management positions. This is the result of the lack of knowledge of the

Human Resource Management Officer in the said company or institution. It is difficult

to measure and usually inferred indirectly the workplace environment on the basis of

subjective supervisor evaluation on social system without structural system affected

with political system and individual social system which makes the issues more

complicated (Alfredo, 2010). Comment [R4]: Third paragraph-problem of

dependent variable in the local setting where the
study will be conducted citing an authority
However, the researchers have not come across any study that was

conducted on the relationship of organizational behavior and workplace environment

in the public elementary schools. It only shows that the present study shall make

specific contribution and generate new knowledge on organizational behavior in

relation to workplace environment in public elementary schools.The stated scenario

persuaded the researcher to look for the factors that can lead to the workplace

environment of public elementary schools. It is in the context that the researcher is

interested to determine whether organizational behavior influences workplace

environment of public elementary schools as this can raise awareness to the

intended beneficiaries of this study and possibly develop action plan to improve

school administration, thus, the need to conduct this study. Comment [R5]: Last paragraph-presentation of
research gap and urgency of the study

Research Objective

This study was conducted to determine the influence of organizational

behavior and workplace environment of public elementary schools in Lupon West

and East District. Specifically, the study was conducted to sought answers to the

following objectives:
 1. To assess the level of organizational behavior in public elementary schools Comment [R6]: Follow the verbs used.

in terms of:

1.1 autocratic;

1.2 custodial;

1.3 collegial; and

1.4 supportive.

2. To find out the level of the workplace environment in public elementary

schools in terms of:

2.1 induction;

2.2 appraisal;

2.3 promotion;

2.4 staff development and training;

2.5 positive work environment; and

2.6 grievance procedures.

3. To determine the significant relationship between the level of organizational

behavior and workplace environment in public elementary schools.

4. To determine which of the domains in organizational behavior significantly

influence workplace environment in public elementary schools.
Hypothesis
The hypotheses of the study were tested at 0.05 level of significance stating
that there is no significant relationship between the level of organizational behavior
and workplace environment in public elementary schools, and there is no domain in
Comment [R7]: The opening statement should
introduce the main objective of the study by stating
the last specific objective .The enumerate the
specific numbered objective. The first numbered
objective is to describe the level of the IV in terms of
its indicators; the second objective is to describe/
determine the level of the DV in terms of its
indicator; the third objective is to determine the
significant relationship between IV and DV; fourth
indicator is to determine which domain in the IV
that significantly influences or significant
determinant of the DV. The fifth objective (if
applicable) is to develop an intervention program/
scheme based from the findings of the study
organizational behavior that significantly influence the workplace environment in

public elementary schools. Comment [R8]: Follow the format for the
hypothesis in paragraph form stating the null
hypothesis for Correlation and Regression Analysis
Review of Related Literature

Theories, concepts, facts, information, views and readings related to

Organizational Behavior and Workplace Environment in Public Elementary Schools

are presented in this section.
Organizational Behavior in Public Elementary Schools
Organizational behavior has four types of power: autocratic; custodial; collegial;
Comment [R9]: There are 3 parts of RRL,
namely: the Independent Variable (IV), Dependent
Variable (DV), and Correlations between Measures.
First paragraph should start with the opening
statement the parts of the RRL. Note: RRL should be
15 pages or more.

and supportive which have advantages and disadvantages. For instance, legitimate

power, which exists as part of the school heads position in the hierarchy, is often

ignored by workers who do not respect the individual filling the role. Referent power,

which is based on the manager's charisma, influences only those individuals or group

members who are swayed by the charismatic leader. Finally, expert power, which is

power acquired from experience and learning, is a positive force, but only to the

degree managers can convince individuals and group members that their leadership

skills go beyond expertise alone (Scott, 2013).
Still, their initial process of sign language is quantitatively and subjectively
Comment [R10]: For the IV cluster of readings,
the indicators of the Independent Variable should
be introduced here with sources. Note: that all
cited authors should be found in the last part of
the paragraph.

extraordinary than the process of talked dialect by hearing offspring of listening to

guardians, once more mirroring the absence of correct equality in obtaining gesture

based communication or talked dialect (Lederberg, Prezbindowski, & Spencer, 2000;

Comment [R11]: You may also use am inventory
Marschark & Woll, 2012). technique in citing authors. Alphabetical order per
citation. Note: All authors should be 2012 and up.

Hearing is the thing that keeps us in contact with our reality. It assumes a
huge part in communicating and accepting dialect. Listening to misfortune makes
All references should be within the last 5 years of
publication when Resonation RRL is used. However,
if inventory RRL is used, old references are
acceptable as long as one of the references is within
the last 5 years of publication.
issues in how an individual communicates and gets dialect thus creating social,

correspondence, and instructive issues. Teachers need to genuinely consider the

short and long haul influences of how listening to misfortune hinders a man's capacity

to comprehend what others says (Hall, Oyer, & Haas, 2010). Comment [R12]: If there are three authors you
need to cite all of them.

Distinguishing proof with Deaf culture, the Deaf people group could be an

essential part of social–emotional advancement, similar to growing up with an ethnic

or religious association. Such ties may have more extensive ramifications for training

and social working for the duration of the life expectancy, however there evidently

have not been experimental reviews in such manner. Then, there is the need or if

nothing else a social longing for hard of hearing youngsters to inevitably incorporate

completely into the bigger society (Knoors, 2014; Marschark et al., 2012). Comment [R13]: Use “et.al” if there are more
than three authors cite only the principal author
which the one mentioned first.
One of the significant tools that an educator can utilize is to pull in the

consideration of the hearing-impeded understudy before talking with a signal, for

example, a tap on the shoulder or wave. The effect of hard of hearing people relies

on upon the sort, degree and timing of the deaf people. Understudies with a hearing

impaired may encounter trouble with certain sound frequencies and experience

issues when there is critical foundation commotion (Mpofu & Chimhenga, 2013). Comment [R14]: Use this symbol for “and”

A student who uses Auslan as a first language of communication may have

difficulty with the grammatical and syntactical structure of English and have a limited

vocabulary. Some deaf students are nonverbal while others may speak differently as

they cannot hear their own voices. Deaf students and hearing impaired students may

require accommodations and assistive devices to facilitate access to education - an

individual needs assessment will determine this. Accommodations may be as simple

as preferential seating or as complex as wireless assistive listening devices in the

classroom (Moore, 2012). Comment [R15]: All references should be within

the last 5 years of publication when Resonation RRL
is used. However, if inventory RRL is used, old
Moreover, the advantages are not all that good regarding vocabulary and references are acceptable as long as one of the
references is within the last 5 years of publication.

linguistic use on the grounds that exchange of dialect aptitude is limited for the most

part to CALP. A youngster must be capable in the first dialect (L1) for compelling

exchange to happen. The child likewise needs a decent contribution of the second

dialect (L2) what's more, should be roused to take in this second dialect. With respect

to hard of hearing youngsters, we propose that the initial two of these conditions, if

not every one of the three, are once in a while met (Mayer & Leigh, 2013).

The learning procedures of understudies with hearing impaired might be

influenced in the diverse ways. Understudies who have been stunned in early youth

are altogether different to understudies who have lost listening to further down the

road as far as educational inequity. For instance, their scope of vocabulary might be

limited which thusly may influence their reading capacity. Hard of hearing and

hearing impaired understudies have a tendency to be visual learners – and this is

troublesome in a domain where much basic data is conveyed only by overhearing

people's conversations (Oyewumi, 2012).

Language is not a necessary ingredient for complex cognitive processes. It is

a misconception that the hearing impaired is limited in cognitive development. It has

been proven that they are not delayed in visual-motor-perceptual functioning. This

may be the case if brain damage is involved, but if the disability is solely in the

hearing mechanism, then this appears to be false (Adoyo, 2012).

Most kids start to obtain dialect at home through connections and

correspondence with their guardians and extend the dialect base through social

collaborations with associates and in school. To a great extent through casual

means, kids obtain essential interpersonal relational abilities (or BICS: vocabulary,

language structure, principles of dialect utilization), though tutoring serves to create

subjective scholastic dialect capability (or CALP: dialect for perusing, composing,

learning, and thinking). For youngsters who grow up bilingual, dialect abilities can be

envisioned as a twofold chunk of ice. BICS in both a first and a moment dialect are

found above the waterline, though CALP abilities that are under the waterline are

much bigger yet more subtle (Mayer & Akamatsu, 2011).

Moreover, youngsters plainly advantage from their prior obtaining of the

primary dialect, in any case, the effect of second dialect learning is not consistently

positive. Bilingualism among unimodal bilinguals (i.e., bilinguals whose two dialects

are both talked) influences which elements of etymological frameworks are learned

and how they are used in different subjective procedures, It improves a few parts of

handling, especially those included in official working, a testing subjective space for

hard of hearing youngsters, while enlisting neural systems required in the control of

nonverbal forms, a zone of relative quality for hard of hearing people (Bialystok,

Craik, & Luk, 2011).

Thinks about likewise have proposed leverage in working memory for

unimodal bilinguals however an unmistakable inconvenience in the recovery of things

from semantic memory. In the meantime, bilingualism can block clinical and

instructive evaluation in light of the fact that subsequent profiles once in a while are

precisely caught by monolingual standards (Lukomski, 2014).

 Hard of hearing offspring of hard of hearing guardians who impart in a

characteristic communication via gestures may have influenced in getting to be

bilingual by securing the national composed/ talked dialect contrasted with hard of

hearing offspring of hearing guardians. Those youngsters live in a moderately

language favorable circumstance for the securing of dialect contrasted with hard of

hearing youngsters who don't share a compelling method of correspondence with

their (listening ability) guardians (e.g., Chamberlain & Mayberry, 2014).

Still, their initial process of sign language is quantitatively and subjectively

extraordinary than the process of talked dialect by hearing offspring of listening to

guardians, once more mirroring the absence of correct equality in obtaining gesture

based communication or talked dialect (Lederberg, Prezbindowski, & Spencer, 2014;

Marschark & Woll, 2012).

Furthermore, for hard of hearing kids in listening to families, guardians have to

settle on an express decision for bilingual training. On the off chance that they settle

on that decision, they additionally need to focus on taking in another (marked)

dialect. Clearly, they will Returning to Language Policy 3 not have the capacity to

give a rich, familiar, and steady dialect display promptly, making it hard to think about

the etymological and psychological ramifications of the multilingual circumstance of

hard of hearing youngsters with that of listening to youngsters who grow up

bilingually (Hao, Su, & Chan, 2010).

What's more, offering predictable, rich dialect contribution by guardians,

whether in sign or in talked dialect, is by all accounts a key consider setting up

reading capability in hard of hearing understudies. Hard of hearing youngsters

whose supportive guardians early improvement using signs seem to have

etymological, social, and scholastic preferences through the early years. Early

marked correspondence in the family and the capacity as a youthful to comprehend

to their parents. They are being taught by their parents to communicate well to

others, it is said that parents had a big part to the learning of their hearing impaired

child (Van Gent, Goedhart, Knoors, Westenberg, & Treffers, 2012).

The long take ramifications of right on time gesture based communication for

social–emotional, scholastic, and education specifically stay vague. Investigations of

kids in which gesture based communication and early dialect are definitely not

perplexed (e.g., hard of hearing offspring of hard of hearing guardians) are required,

however in any event by college age, gesture based communication aptitudes and

period of gesture based communication process not foresee classroom learning

(Convertino et al., 2010).

It as often as possible creates the impression that taking in a communication

via gestures as a moment dialect is more troublesome for grown-ups than taking in a

moment talked dialect, however the exact case has not been made. It might

essentially be that marked dialects give the impression of being all the more

effortlessly realized when, truth be told, they are similarly as troublesome as learning

talked dialects (Peterson, 2010).

Regardless on the premise of an observational review into the separation of

semantic differentiations in ASL by local underwriters and by late listening to

learners, anticipate that L2 learners of marked dialects, particularly grown-up

learners, will confront a considerable challenge in obtaining the phonology of the

marked dialect in circumstances in which their L1 is a talked dialect. Likewise,

dissimilar to hard of hearing youngsters who might be presented to communication

through signing all through the school day, the time that is put resources into learning

sign dialect by listening to grown-ups essentially will be moderately constrained

(Bochner, Christie, Hauser, & Searls 2011).

From Dutch research for institutionalization of the Test on Sign Language of

the Netherlands, we realize that exclusive 9.8% of the listening to guardians of more

than 300 hard of hearing kids in the review conveyed with their hard of hearing kids

solely in SLN. Another 18.9% utilized only communicated in Dutch, and 20.9%

utilized communicated in Dutch upheld with signs. In general, 31.5% of all families

with a hard of hearing kid utilized a mix of SLN, Dutch with sign support, and talked

Dutch (Hermans, Knoors, & Verhoeven, 2010).

In the United States, information on dialect utilize are accessible from the

Annual Survey of Deaf and Hard of- Listening to Children and Youth, by and large

expected to cover maybe 65% of hard of hearing and in need of a hearing aide

youngsters, with the best underreporting likely among singletons in general

classrooms (and subsequently more probable to utilize talked dialect); 2009–2010

information show that ''relatives frequently sign'' in just 23% of the groups of those

youngsters. English was accounted for to be utilized in 82.3% of the homes (21.9%

report utilizing Spanish), while just 5.8% report utilizing ASL (Knoors, 2011).

Workplace Environment in Public Elementary Schools

Workplace environment has regularly feedback to employees’ information on

how they are performing. This should consist of both positive feedback on what the
employee is doing right as well as feedback on what requires improvement. The

feedback needs to be as objective as possible and delivered with the appropriate

interpersonal and conflict resolution skills. It can be a mix of both informal feedback

and feedback delivered as part of a formal performance management cycle in the

following: induction; appraisal; promotion; staff development and training; positive

work environment; and grievance procedures (Pat, 2012; Tompkins, 2013). Comment [R16]: For the Cluster of Readings for
DV, The indicators of the Dependent Variable should
be introduced here with sources
Most hard of hearing and almost deaf students—like generally hearing

American students—have guardians who communicate in English. This gives them a

significant also, having many different parts preferred standpoint in

educationalprojects that are based on English. Hard of hearing also, almost deaf

understudies have additionally, in differing degrees, been uncovered to American

Sign Language. They are getting to be distinctly bilingual clients of American Gesture

based communication and English (Garate, 2014).

It is likely that in our educating of hard of hearing youngsters. It is clear from

these three useful difficulties recognized that hard of hearing youngsters are in an

exceptionally one of a kind dialect learning circumstance. They are working with two

dialects as well as with two altogether different dialect modes (a visual/spatial and a

direct/talked/composed mode). There are viable troubles encompassing the issues of

presentation to English as a total dialect and concerning dialect division (Knight,

2013).

While they may encounter frustration and failure, most hard of hearing grown-

ups comprehend that should be proficient in English. And in addition being significant

to accomplishment in the work world, composed English is regularly the main way
they need to speak with a non-verbal. Later, innovative educational program

demonstrate guarantee for turning around the cycle of disappointment. Space

permits just saying these methodologies quickly, however the references referred to

give adequate data about them. Some have been utilized so far fundamentally with

youngsters, however might be attainable with grown-ups too, and with fitting changes

(Quigley, 2012).

Moreover, speculations have just discovered about the encountered

techniques in English dialect learners that they have the capacity to handle the above

inquiries. We regularly discuss the exchange of aptitudes from a first to second

dialect however we have not inspected this hypothesis in connection to BSL and

English in any incredible profundity. The objective of this exploration is to build our

comprehension of the procedures required in learning English as a moment dialect

for the hard of hearing youngster (Swanrick, 2012).

The improvement of a dialect can happen in various ways. Contingent upon

the guardians' solicitations and administrations offered by the nearby region, these

youngsters might be set in English talking classroom, English as a Second Language

(ESL) classroom, or a Bilingual Education classroom. Note that a tyke’s classroom

situation will affect the improvement of both first and second dialects. Bilingual

training classes cultivate advancement of abilities in English and the youngster's first

dialect. ESL classes just a support ability improvement in English, a procedure that

might be connected with slower securing of dynamic dialect (Muños, 2014).

Dialect securing does not require broad utilization of cognizant syntactic

standards, and does not require repetitive bore. Procedures requires significant
collaboration in the objective dialect - regular correspondence - in which speakers are

concerned not with the type of their articulations but rather with the messages they

are passing on and understanding. These techniques don't drive early generation in

the second dialect, however permit understudies to deliver when they are 'prepared',

perceiving that change originates from providing informative and understandable

information, and not from compelling and rectifying creation. (Krashen, 2014).

Phonetic availability is basic in guaranteeing fruitful scholastic execution and

social incorporation of hard of hearing people. It is through dialect that the hard of

hearing understudy can get to data, both inside the classroom and in different

territories of school life, for example, understudy exercises and scholastic bolster

administrations (Bustos & Martinez, 2016).

Deaf youngsters encounter issues when going to standard schools unless they

get legitimate help and support. They may not turn out to be appropriately

coordinated, and they tend to keep out of sight as they attempt to abstain from

emerging from their schoolmates. They may never request that alternate students

present themselves, and some even tell the instructor that no uncommon receiver is

required despite the fact that sound intensification would make it less demanding for

them to hear appropriately (Caruso & Strand, 2013).

Early obtaining of American Sign Language (ASL) is urged both to create

intellectual aptitudes and enhance the kid's capacity to learn English. Twelve

standards of the proposed demonstrate instructive program include: gesture based

communication as the main dialect of hard of hearing children, separation of sign

guide talked dialect in the educational modules, second dialect (English) learning
through perusing and composing and the minimum prohibitive environment as one in

which hard of hearing kids procure a characteristic gesture based communication

and in this way, access to talked dialect and educational modules content (Johnson,

Lidelle, & Erting,2012).

One of the essential drivers of trouble with English proficiency is that English is

a dialect that hard of hearing individuals have not heard or have heard just limitedly.

It is not the powerlessness to hear that causes the most determined issues of

prelingually hard of hearing people, however the huge limitations that that failure puts

upon the learning and utilization of the societal dialect, since hard of hearing learners

don't have entry to English in its talked shape, the test for them of creating

proficiency abilities is much more prominent, in some routes, than it is for listening to

nonnative English speakers (Charrow, 2011).

Types of Manually Coded English, for example, SEE (Signing Exact English),

created by instructors to speak to English on the hands, are unwieldy to utilize, don't

sufficiently speak to either English or ASL, and have had restricted achievement.

Therapeutic methodologies, which have concentrated on example, rehearse,

vocabulary lessons, and educating unequivocal guidelines, break dialect into parts

and don't permit English to be utilized as a part of the regular way that it is obtained

by listening to people (Kluwin & Charrow, 2012).

A developing assemblage of writing brings a social/social point of view to the

proficiency issues concerning hard of hearing individuals. American Sign Language,

the essential dialect of many hard of hearing individuals, is currently perceived by

linguist as a total, authentic dialect with complex syntactic structures and broad
vocabulary. Regarding ASL is plainly a minority dialect in a greater part culture that

tends not to comprehend or regard communication via gestures. (Swisher, 2012).

Tree hugger hypotheses of dialect obtaining hold that a living being's sustain,

or experience, are of more criticalness to improvement than its tendency or innate

commitments. However they don't totally dismiss the intrinsic components.

Behaviorist and neo-behaviorist boost reaction learning speculations (S-R for

effortlessness) are the best known illustrations. Despite the fact that such hypotheses

have lost their impact incompletely as a result of Chomsky's shrewd audit of

Skinner's Verbal Behavior (Chomsky, 2013).

Dialect procurement speculations have fundamentally based on "sustain" and

"nature" refinement or on "experimentation" and "nativism". Induction, in this sense,

can be differentiated to nativism, which holds that at any rate some learning is not

obtained through cooperation with the earth, but rather is hereditarily transmitted and

intrinsic. To put it another way, a few theoreticians have construct their hypotheses in

light of natural elements while others trusted that it is the inborn components that

decide the securing of dialect. Before filtering through dialect procurement

hypotheses here, subsequently, making a qualification between these two sorts of

viewpoints will be advantageous for a superior comprehension of different dialect

securing speculations and their suggestions for the field of connected phonetics.

(Kiymazarslan, 2012).

An option "arrangement" is to forsake the test, for the hard of hearing learner

to be encouraged to focus on other branches of knowledge. For some hard of

hearing learners who utilize British Sign Language (BSL), English can be viewed as
their second dialect and they might be urged to focus on enhancing their aptitudes in

English as opposed to battle with yet another orally based dialect. Along these lines

they are avoided from an essential part of the educational programs and, apparently,

from aptitudes they require on the off chance that they are to have the capacity to

take part completely in the current world (McColl, 2010).

Pre-shown vocabulary words to hard of hearing English dialect learners by

permitting the understudies to watch a DVD of a man marking with the vocabulary

words installed the lesson. The outcomes were that all understudies demonstrated a

change in learning about the objective vocabulary words after the pre-instructing and

seeing the DVD period of the intercessions (Cannon, Fedrick & Easterbrooks, 2010).

English dialect direction for learners who are Deaf has experienced various

emotional moves in the course of the last 40 to 50 years. Before 1970, youngsters

were instructed in "oral techniques" where accentuation was on the improvement of

hearing and talking abilities through intensification gadgets, lip perusing, and the

creation of discourse.. From the 1970s until well into the 1980s, concurrent

correspondence, which includes talking and marking in the meantime, turned into the

acknowledged strategy for guideline. ASL signs were created in English word

arrange, supplemented with concocted signs to assign linguistic markers and word

endings. (Evans & Seifert, 2014).

Explore shows that learners who are Deaf and originate from homes where

the guardians are additionally Deaf, reliably score higher on perusing tests than their

companions who originated from homes of listening to guardians. This has prompted

to the determination that a solid establishing in ASL sets the phase for fruitful
presentation of English education aptitudes. ASL/English bilingualism and English as

a moment dialect (ESL) approaches for learners who are Deaf have picked up

conspicuousness in the most recent 10 years (Aldersley, 2015).

The points of interest of a bilingual or ESL approach when working with

learners who are Deaf are as a rule firmly wrangled about, yet there is developing

confirmation that some bilingual showing systems hold guarantee for expanding

proficiency levels for this gathering of learners. Using ESL teaching strategies with

Deaf learners is a recognition that deafness is not a disability; rather, to be Deaf

means that one belongs to a unique cultural and linguistic minority (Berent, 2018).

An imperative refinement amongst ASL and English is that ASL utilizes space

and synchronization to pass on comparative ideas that in English rely on upon

consecutive transmission. For instance, in ASL on the off chance that I need to

impart that "I will show you," the development of my hand as I sign "instruct" is from

myself to you. I am utilizing space rather than a particular sign to pass on the idea of

subject and direct protest (or pronouns). In English, the succession or position of

words in a sentence is more inflexible and requires pronouns and verb expression for

understanding between the subject and the verb (Schmitz, 2015).

In English, words are direct strings—letter blends that are explained and

comprehended one sound at once. We can deliver just a single sound at once in

discourse. We can hear more than one sound at once just on the off chance that one

is louder. Our dialect requires many words, as each has a particular capacity and the

situation of words in direct strings is to some degree inflexible. In spite of the fact that

tone is a basic part of composed dialect, we truly have just words to pass on our
contemplations (Khalsa, 2015).

Furthermore, in a visual dialect like ASL, an assortment of data can be

conveyed at the same time. The sign itself imparts an idea and a sign can have

distinctive implications relying upon hand shape, area, and development. The speed,

force or deliberateness, redundancy, and included facial and body development all

include or impact meaning. In a visual dialect like ASL, much is going on in the

meantime what not is going on impacts meaning (Panara, 2015).

On the grounds that 90% of hard of hearing kids are naturally introduced to

Listening to families, they are generally not enculturated into their minority culture by

their own particular families. Listening to guardians are ordinarily crushed by the

revelation that their child is hard of hearing and experience an anticipated lamenting

procedure. The possibility that they should take in another dialect to convey to their

own kid is an extra unwelcome bit of news. For this and different reasons, most hard

of hearing kids are socially minimal inside their own families, and the idea of social

minimalness must accept an unmistakable put in any hypothesis of Deaf personality

improvement (Vernon & Andrews, 2012).

The grievance procedure serves as a forum for the communication of

information. It is through the grievance process that management is made aware of

actual or potential problems in the workplace and this information enables the

enterprise to diagnose the problems and take corrective action. A further benefit to

management is that the information is provided by workers and the costs of

processing the grievance at the early stages of the procedure is often borne by the

union. Management need only decide on its response to the grievance, which may
range from initial rejection, rejection after investigation, initial acceptance or

acceptance after investigation. Moreover, Lewin argues that when management

takes corrective action in response to a grievance it is presumed to enhance worker

productivity and commitment to the employer (Lewin,2009).

Correlation Between Measures

There is a significant relationship between the two variables in which the

organizational behavior relatively influences the workplace environment in public

elementary schools. Organizational behavior affect the thoughts, feelings and actions

of the people in a workplace environment. Likewise, people’s thoughts, feelings, and

actions affect the organizations in which they work. Organizational behavior is an

area of inquiry concerned with both sorts of influence: work organizations on people

and people on work organizations (Lewin & Peterson, 2012). Comment [R17]: Correlation between Measures
should cite references that connect the IV and DV.
Minimum of 5 readings
In English, words are direct strings—letter blends that are explained and

comprehended one sound at once. We can deliver just a single sound at once in

discourse. We can hear more than one sound at once just on the off chance that one

is louder. Our dialect requires many words, as each has a particular capacity and the

situation of words in direct strings is to some degree inflexible. In spite of the fact that

tone is a basic part of composed dialect, we truly have just words to pass on our

contemplations (Khalsa, 2015).

Furthermore, in a visual dialect like ASL, an assortment of data can be

conveyed at the same time. The sign itself imparts an idea and a sign can have

distinctive implications relying upon hand shape, area, and development. The speed,

force or deliberateness, redundancy, and included facial and body development all
include or impact meaning. In a visual dialect like ASL, much is going on in the

meantime what not is going on impacts meaning (Panara, 2015).

The idea between the relationship of the two variables which he pointed out

that organizational behavior attempts to target the root cause of interactions between

two professionals at workplace. Organizational Behavior accomplishes laying rules

and guidelines for human behavior at work and asking the employees to focus and

adhere to the micro-level practices. Interaction between two employees is said to be

one of the backbones of success for organizations. Moreover, organizational

behavior performed extensive studies on school environment with an eye to

upgrading employees' quality of life in the workplace. They have sought ways to

include more people in the managerial and decision-making processes. Their

suggestions have included such techniques as quality circles and participative

management programs (Herbert, 2010;Nahavandi, 2017).

Finally, the findings of various studies show a significant relationship between

the organizational behavior relatively influences the workplace environment in public

elementary schools which we can conclude that organizational behavior and

workplace environment consist of elements seeking to understand coherence and

connectedness of all life present in an organization’s working environment (Scott,

2010).

The foregoing presentation and discussion of various literatures had helped

bring into focus the importance on the organizational behavior and workplace

environment in public elementary schools. The literature presented had also helped
the researcher realized that the organizational behavior has a great influence on the

workplace environment in public elementary schools. Comment [R18]: Last paragraph should be the
synthesis of the RRL. Please refer to completed
theses
Theoretical Framework

This study is anchored on the proposition of Brief and Weiss (2002) which

stated that organizational behavior affect the thoughts, feelings and actions of the

people in a workplace environment. Organizational behavior attempts to target the

root cause of interactions between two professionals at workplace. Organizational

Behavior accomplishes laying rules and guidelines for human behavior at work and

asking the employees to focus and adhere to the micro-level practices. Interaction

between two employees is said to be one of the backbones of success for

organizations. Comment [R19]: Present a theory or

proposition that connects the IV and DV. References
have no restrictions on the year of publication.
This study is supported by the proposition of Scott (2000) who mentioned that Note: Authors should be cited at the first part of
the paragraph in this section.

organizational behavior and workplace environment consist of the elements seeking

to understand coherence and connectedness of all life present in an organization’s

working environment.

The idea between the relationship of the two variables which he pointed out

that organizational behavior attempts to target the root cause of interactions between

two professionals at workplace. Organizational Behavior accomplishes laying rules

and guidelines for human behavior at work and asking the employees to focus and

adhere to the micro-level practices. Interaction between two employees is said to be

one of the backbones of success for organizations. Moreover, organizational

behavior performed extensive studies on school environment with an eye to

upgrading employees' quality of life in the workplace. They have sought ways to
include more people in the managerial and decision-making processes. Their

suggestions have included such techniques as quality circles and participative

management programs (Herbert, 2010;Nahavandi, 2017)

Herbert (2000) also explained that organizational behavior performed

extensive studies on school environment with an eye to upgrading employees' quality

of life in the workplace. They have sought ways to include more people in the

managerial and decision-making processes. Their suggestions have included such

techniques as quality circles and participative management programs. Comment [R20]: There should be at least 3
support theories or propositions that further
connect the 2 variables.
Conceptual Framework

Presented in Figure 1 is the conceptual framework of the study. The

independent variable of this study is the organizational behavior with the following

indicators: autocratic which refers to power, those in command have the power to

demand, custodial which refers to the welfare school that practice paternalism,

supportive, this approach depends upon leadership instead of power or money, and

collegial, this is a team concept that depends upon the management building a

partnership with employees (Clark, 2007). Comment [R21]: First paragraph should
introduce the indicators of the IV source and define
briefly the indicators with references to figure 1.
The dependent variable is the workplace environment of public elementary The defined indicators should be in italics

schools with the following indicators: induction encompasses orientation to the

workplace, socialization, mentoring, and guidance through beginning teacher practice

appraisal is a method by which the job performance of an employee is evaluated

generally in terms of quality, quantity, cost, and time, typically it is evaluated by the

school heads or supervisor; promotion is the advancement of an employee's rank or Comment [R22]: Second paragraph should
introduce the indicators of the DV with source and
define briefly the indicators. The defined indicators
position in an organizational hierarchy system; staff development and training is the should be in italics
Independent Variable
Organizational Behavior in
Public Elementary Schools
Dependent Variable
Workplace Environment in
Public Elementary Schools
Comment [R23]: Figure 1.which is the
Conceptual Framework of the study should be in
one page that follows immediately after it is
mentioned. The indicators are presented with
bullets and the one-headed arrow should point to
the right if regression is used and the boxes are
labelled as IV and DV. Two – headed arrow for
correlation and the boxes designated as first
variable and the second variable

 Induction

 Autocratic  Appraisal

 Custodial  Promotion

 Collegial  Staff development and

 Supportive training

 Positive work

environment

 Grievance procedures

Figure 1. The Conceptual Framework of the Study

 enhancing of the ability of individuals in school to adopt and use advances in

technology because of a sufficiently knowledgeable staff; positive work environment

is a clean, bright, attractive and cheerful facilitations of feeling in cooperation,

teamwork and joy among the staff; grievance procedure is the mechanism used by

the union to address administration violations of the collective bargaining agreement

(Australian Human Rights Commission, 2004). Comment [R24]: Second paragraph should
introduce the indicators of the DV with source and
define briefly the indicators. The defined indicators
Significance of the Study should be in italics

The findings of this study may serve as the basis of formulating styles on

workplace environment and to ensure higher level of fostering better work

relationship and improve more as they reflect on their organizational system. The Comment [R25]: First paragraph presents the
importance of your study

outcome of this research may provide insights to all school heads to improve the

workplace environment in school for having harmonious relationship within the

school. It may provide information to all school administrators particularly in the

organizational behavior of the employees in school. It may develop the

understanding of the administrators in the different culture and family backgrounds of

the teachers. The results of this study may give motivation to the teachers, that they

may continue participating and working their daily tasks. It will inform the teachers

regarding on how they will act with dignity and work effectively in school at all time. It

may help the teachers in coping with the changes of the atmosphere in school.

Furthermore, the results of the study may eventually benefit the students since

this study is conducted to evaluate the influence of organizational behavior and

workplace environment in public elementary schools. It may encourage and enable

them to make greater progress. Finally, the findings of this study may provide the
future researchers a starting point how to expand the coverage of the research in
terms of the variables covered in the study.
Definition of Terms
In order for the reader to have a better understanding on the terminologies
used in the study, the following terms are defined operationally.
Organizational Behavior. The term refers to the administrative being
autocratic, collegial, custodial and supportive by the school heads.
Workplace Environment. This refers to the work setting measured by
induction, appraisal, promotion, staff development and training, positive workplace
and grievance procedures.
Comment [R26]: This will be followed by
mentioning the beneficiaries of the study. In other
words it identifies, in paragraph form, the people or
offices that can utilize the findings of the study from
macro to micro level (i.e.,DepEd officials , school
heads, teachers, students, parents, community
residents if applicable, and finally, future
researchers)
Comment [R27]: Define only the key terms in
your title usually the variables starting with the IV
then DV. In defining the variables, use their
indicators. The definition should start this way : “ As
used in this study, it refer to……”
 Chapter 2

METHOD

This chapter presents the research design, research locale, population and

sample, research instrument, data collection, and statistical tools.

Research Design

This study used a quantitative non-experimental research design utilizing

correlational technique. This method was used when the objective is to describe the

status of the situation as it exist at the time of the study to explore the causes of a

particular phenomenon. In correlation research, it involves collecting data in order to

determine whether the degree of a relationship exists between two of more

quantifiable variables (Gay, 2006). Comment [R28]: Quantitative non-experimental

research design using correlational techniques.
Little discussion with reference.
This survey deals on quantitative data about the said phenomenon. The

quantitative aspect is an appropriate schedule for gathering the data designed for the

target respondents to answer the questions. The process of gathering the data was

based through the use of questionnaire. The focus of the study was to determine the

level of organizational behavior and workplace environment of public elementary

schools in Lupon West and East District.

Research Locale

The findings of this study are specific to the context of the public elementary
schools of Lupon West and East District, Lupon, Davao Oriental. The possibility for
the general applicability of the findings was limited by the scope, and the sample.
Comment [R29]: Describe briefly the location of
your study with reference to Figure 2. Figure 2 is the
map of Philippines highlighting the research setting
in the province of research setting where the study
is conducted. Give brief description of the
municipality by stating its boundaries, how many
barangays, school districts, and other information
that relate to your study. Finally, state when will the
study be conducted (months and school year)

Figure 2. Map of the Philippines Highlighting Davao Oriental
Comment [R30]: Describe briefly the location of
your study with reference to Figure 2. Figure 2 is the
map of Philippines highlighting the research setting
in the province of research setting where the study
is conducted. Give brief description of the
municipality by stating its boundaries, how many
barangays, school districts, and other information
that relate to your study. Finally, state when will the
study be conducted (months and school year)
 Accordingly, even though there could be common features, the findings may

not have general applicability to other systems. Presented in figure 2 is the map of

the Philippines consisting of 17 regions in which the municipality of Lupon, province

of Davao Oriental is located in Region XI. Moreover, presented in figure 3 is the

vicinity map of the respondents in which public elementary schools of Lupon West

and East District are located in the municipality of Lupon.

Lupon is a first class municipality in the province of Davao Oriental,

Philippines. Lupon is 123 kilometers from Davao City, the regional center of Davao

Region (Region XI) and it is 36 kilometers away from the Provincial Capitol of Davao

Oriental. It is located in the southeastern part of Davao Oriental, lying between 6o 52′

and 7o 10′ north latitude and 126o 15′ east longitude. It is bounded on the north by the

municipalities of Manay and Tarragona, on the west by Davao Gulf.

The location of the respondents is located at Lupon, Davao Oriental. Since,

Lupon district is divided into two districts schools namely; Lupon West District and

Lupon East District. It consists of 16 public elementary schools in Lupon West District

and Lupon East District consists of 19 public elementary schools. Furthermore, the

place of the respondents and the conduct of study are located in the Municipality of

Lupon, Davao Oriental, Philippines.

Population and Sample

Complete enumeration was used in the selection of the respondents. The

subjects of the study were the school heads and the respondents were the 258

teachers of Lupon West and East District. Shown in Table 1 are the respondents of Comment [R31]:
the study who were public elementary school teachers in Lupon West and East Comment [R32]: Describe the respondents of
the study. Are the respondents also the subjects of
the study?
District, Division of the City of Mati for the school year 2014 – 2015.

Distribution of Respondents Comment [R33]:

Name of Schools Number of Respondents

Lupon West District
Bagumbayan Elementary School 10
Alberto Recaño Elementary School 8
Comara T. Manuel Central Elementary School I 10
Comara T. Manuel Central Elementary School II 10
Ilangay Elementary School 10
Aroma Beach Elementary School 10
Barol Elementary School 10
Langka Elementary School 7
Cabadiangan Elementary School 8
Tagugpo Elementary School 9
Mahayahay Elementary School 6
Maragatas Elementary School 10 Comment [R34]: n=N divide by 1+N(e2) where :
Anangilan Elementary School 3 n is the total number of samples ; N is the total
population ; e = 0.05 and e2 = 0.052 = 0.0025
Logdeck Elementary School 3 Delete column 4 if no sampling is used (This means
Sigang Elementary School 4 that the respondents of the study are all members
of the population)
Pangyan Elementary School 6
Lupon East District
Banhawan Elementary School 7
Calapagan Elementary School10
Calasagan Elementary School 6
Cocornon Elementary School 10
Don Mariano Elementary School 10
E. Violan Elementary School 7
Immaculada Elementary School 3
J. Taliman Elementary School 7
Kauswagan Elementary School 6
Lantawan Elementary School 3
Macangao Central Elementary School 10
Malig Elementary School 7
Marayag Elementary School 10
Matigdao Elementary School 5
New Visayas Elementary School 4
San Jose Elementary School 8
Sergio Mawalic Elementary School 7
 Tagboa Elementary School 9
Tiombocan Elementary School 5
Total 258

Selection of the respondents of the study used the quota sampling of 10

teachers per school with a total of 258 teachers. However, if the school had less

than 10 teachers, all the teachers were considered as the respondents of the

particular school. The distribution of the respondents as shown in Table 1 was as

follows: 10 teachers fromBagumbayan Elementary School, eight from Alberto

Recaño Elementary School, 10 from Comara T. Manuel Central Elementary School I,

10 from Comara T. Manuel Central Elementary School II, 10 from Ilangay Elementary

School, 10 from Aroma Beach Elementary School, 10 from Barol Elementary School,

seven from Langka Elementary School, eight from Cabadiangan Elementary School,

nine from Tagugpo Elementary School, six from Mahayahay Elementary School, 10

from Maragatas Elementary School, three from Anangilan Elementary School, three

from Logdeck Elementary School, fourfrom Sigang Elementary School, six from

Pangyan Elementary School. Comment [R35]: n=N divide by 1+N(e2) where :

Consequently, the respondents from Lupon East District are seven teachers
from Banhawan Elementary School, 10 teachers from Calapagan Elementary School,
n is the total number of samples ; N is the total
population ; e = 0.05 and e2 = 0.052 = 0.0025
Delete column 4 if no sampling is used (This means
that the respondents of the study are all members
of the population)

six teachers from Calasagan Elementary School,10 teachers

fromCocornonElementarySchool, 10 teachers from Don Mariano Elementary School,

seven teachers from E. ViolanElementary School, three teachers from Immaculada

Elementary School, seven teachers from J. Taliman Elementary School,six teachers

from Kauswagan Elementary School, threeteachers from Lantawan Elementary

School, 10 teachers from Macangao Central Elementary School, seven teachers

from Malig Elementary School, 10 teachers from Marayag Elementary School, five

teachers from Matigdao Elementary School, four teachers from New

VisayasElementary School, eight teachers from San Jose Elementary School, seven

teachers from Sergio Mawalic Elementary School, nine teachers from Tagboa

Elementary School, five teachers from Tiombocan Elementary School. The total

number of teachers involved in the study is 258.

Research Instrument

The instrument used in the study was adopted from the standardized survey of

Clark (2007) for the independent variable and Australian Human Rights Commission

(2004) for the dependent variable but modified questionnaire to suit the context of the

study. The first set of the questionnaire deals with the organizational behavior in

public elementary schools with four indicators; autocratic, custodial, collegial and

supportive. The contents of the instrument were presented to the group of experts for

validation, and gained an average rating of 3.5 or good.
In evaluating the level of organizational behavior in public elementary schools,
the five orderable gradations with their respective range of means and description
were considered:
Comment [R36]: First paragraph is the
description of the instrument to be used to measure
the level of the IV. This includes how many parts the
questionnaire has and from whom it is adapted.
Mention also that the original questionnaire will be
modified to contextualize the school setting and
question items will be simplified or translated to the
vernacular for the understanding of the
respondents. This will be followed by the Range of
Means to be used for the IV

Range of Means Descriptive Equivalent Interpretation

4.30 – 5.00 Very High This means that the

organizational behavior in
public elementary schools
was very much positive.

3.50 – 4.20 High This means that the

Organizational behavior in
 public elementary schools
was positive.

2.70 – 3.40 Moderate This means that the

organizational behavior in
public elementary schools
was moderately positive.

1.90 – 2.60 Low This means that the

organizational behavior in
public elementary schools
was less positive.

1.00 – 1.80 Very Low This means that the

organizational behavior in
public elementary schools
was not positive. Comment [R37]: Range of Means should follow
this interval :

The second set of the instrument embarks with the workplace environment. It 4.3 - 5.0
3.5 - 4.2
2.7 - 3.4
was composed of six (6) indicators such as Induction, Appraisal, Promotion, Staff 1.9 - 2.6
1.0 - 1.8

Development and Training, Positive Work Environment, and Grievance Procedures.

For the workplace environment, the following five orderable gradations with
their respective range of means and descriptions were considered:
Comment [R38]: Second paragraph is the
description of the instrument to be used for the DV
– follow the flow of discussion same as the IV. This
will also be followed by the Range of Means to be
used for the DV.

Range of Mean Descriptive Equivalent Interpretation

4.30 – 5.00 Vey High This means that the workplace

environment in public
elementary schools was very
much positive.

3.50 – 4.20 High This means that the workplace

environment in public
elementary schools was
positive.

2.70 – 3.40 Moderate This means that the workplace

environment in public
elementary schools was
moderately positive.
Comment [R39]:
1.90 – 2.60 Low This means that the workplace Comment [R40]: Range of Means should follow
this interval :
environment in public 4.3 - 5.0
elementary schools was less 3.5 - 4.2
positive. 2.7 - 3.4
1.9 - 2.6
1.0 - 1.8
1.00 – 1.80 Very Low This means that the workplace
environment in public
elementary
schools was not positive. Comment [R41]: Second paragraph is the
description of the instrument to be used for the DV
– follow the flow of discussion same as the IV. This
Remarkably, the instrument used in the study was content validated by will also be followed by the Range of Means to be
used for the DV.

experts with an overall rating of 3.5 or good.

Comment [R42]: In the last paragraph, mention
that the instruments will be subjected for the dry
Data Collection run in order to determine the Cronbach Alpha
values before content validation by experts with an
external validator. State also the overall validation
After the approval of the panel members the researcher had undergone the rating.

following steps and procedures in gathering data for the study.

The researcher asked permission from the office of the Superintendent of the

City of Mati to conduct study to the different public elementary school of Lupon West

and East District, Division of the City of Mati. Upon the approval, the letter of

endorsement was sought to accommodate the researcher to administer the survey

questionnaire to the respondents of the study. Moreover, the researcher made

another letter to conduct the study to teachers in their respective schools in Lupon

West and East District. Likewise, the researcher asked for approval from the School

Heads to distribute survey questionnaire to their respective teachers. The researcher

personally handed in the questionnaire and explained the research tool and its

purpose. Furthermore, the researcher retrieved the survey questionnaires after the

respondents have answered all the items. Finally, the researcher tallied and
tabulated all the data gathered from the respondents, subject to statistical analysis.
The statistical results was analyzed and interpreted. With the data, conclusions
Comment [R43]: This part presents how the
study was done from asking permission to conduct
the study to the tabulation of the data in paragraph
form. All problems / experiences encountered
during the conduct of the study and how they were
addressed should be narrated here
weredrawn and recommendations were formulated based on the findings of the

study.

Statistical Tools

The statistical tools that were used for data analysis and interpretations are

the following:

Mean. This statistical tool was used to determine the level of organizational

behavior and workplace environment in public elementary schools.

Pearson (r). This statistical tool was employed to determine the significance

on the relationship between organizational behavior and workplace environment in

public elementary schools.

Multiple Regression Analysis. This statistical tool was used to determine the

influence of organizational behavior and workplace environment in public elementary

schools. Comment [R44]: Follow this format

 Chapter 3

RESULTS

Presented in this chapter are the data and the results of the study. Tables are

arranged in the following subheadings: Level of Organizational Behavior in Public

Elementary Schools, Level of Workplace Environment in Public Elementary Schools,

Significance on the Relationship between Levels of Organizational Behavior and

Workplace Environment in Public Elementary Schools, and Multiple Regression

Analysis of the Influence of Organizational Behavior and Workplace Environment in

Public Elementary Schools with their corresponding indicators. Comment [R45]:

Present the chapter introduction

Level of Organizational Behavior in Public Elementary Schools

Shown in Table 1 are the mean scores for the indicators of organizational

behavior in public elementary schools with an overall mean of 4.33 describe as high

with a standard deviation of 0.451. The high level could be attributed to the high

rating given by the respondents in all indicators. This means that the respondents

response to organizational behavior in public elementary schools are positive in

majority of the cases in the items of autocratic, custodial, collegial and supportive.

The cited overall mean score was the result gathered from the following

computed mean scores from highest to lowest: 4.41 or high for collegial with a

standard deviation of 0.598; 4.37 or high for supportive with standard deviation of

0.521; 4.30 or high for custodial with a standard devotion of 0.568; and 4.25 or high
for autocratic with a standard deviation of 0.502.
Comment [R46]:
Presentation of results should start with the overall
findings! This is followed by the enumeration of
indicators ‘ mean scores from highest to lowest then
followed by presentation of the results of all
indicators starting with the indicator with the
highest down to the lowest mean
Table 1. Level of Organizational Behavior in Public Elementary Schools

Descriptive
Indicator Mean SD
Level

Autocratic 4.25 0.502 High

Custodial 4.30 0.568 High

Collegial 4.41 0.598 High

Supportive 4.37 0.521 High

Overall 4.33 0.451 High

Comment [R47]: This is the format for the

Tables....
 The main organizational behavior that was positive in public elementary

schools is on Collegial, being the indicator with the highest mean, whose principal

goal is coordinating with the teachers' activities in school, thus, having a team spirit

and enthusiasm in working with the teacher in school. Moreover, this would result

tohaving a partnership with the teachers in school. Consequently, creating a

harmonious working relationships in school with the teachers that would finally result

indisplaying leadership traits and team building with the teachers.

With regards to Supportive organizational behavior that is positive also in

public elementary schools, the respondents display a favorable response onhelping

teachers to grow personally and professionally, thus,encouraging everybody to

accomplish things in school. Moreover, this would result togiving chances to the

teachers who failed to submit grades on due time. Consequently, helping the

teachers when things go wrong and find a way to fix it, rather than blaming that would

finally result inbeing very much concerned with everyone’s welfare.

This is followed by Custodial which can be viewed in the organizational Comment [R48]: When mentioning the
indicator or variable, they should be written in
italics and the first letters should be capitalized
behavior in public elementary schools, as an indicator in which it obtained the third

highest mean score. The respondents display a favorable response on assisting

everyone in times of need andgiving moral support when having problems. As well

as, this would result tobeing a father to all. Consequently, taking care of teachers’

well- beingthat would finally result inhelping to find ways to augment income. Comment [R49]: Base the presentation of result
of each indicator on the items of the questionnaire
in paragraph and narrative format
Finally, the organizational behavior that is evident in public elementary schools

is on Autocratic, being the indicator with the lowest mean, which principal goalisbeing

firm about the deadlines when it comes to the submission of the requirements of
teachers, thus, giving direction that is followed by teachers. Moreover, this would

result tosoliciting opinions when deciding things. Consequently, forhaving a firm

decision in giving sanctions impose to the teachers that would finally result in having

a firm decision when disciplining the teachers.

Level of Workplace Environment in Public Elementary Schools

Shown in Table 2 are the mean scores for the indicators of workplace

environment in public elementary schools with an overall mean of 4.23 described as

high with a standard deviation of 0.423. The high level could be attributed to the high

rating given by the respondents in all indicators. This means that the respondents

response to workplace environment in public elementary schools were positive in

majority of the cases in the items of induction, appraisal, promotion, staff

development and training, positive work environment, and grievance procedures.

The cited overall mean score was the result gathered from the following

computed mean scores from highest to lowest: 4.34 or high for promotion with a

standard deviation of 0.493; 4.32 or high for appraisal with a standard deviation of

0.512; 4.30 or high for induction with a standard deviation of 0.408; and 4.25 or high

for positive work environment with a standard deviation of 0.541, 4.21 or high for

grievance procedures with a standard deviation of 0.536, and 3.94 or high for staff

development and training with a standard deviation of 0.607.

The main workplace environment that was positive in public elementary

schools is on Promotion, being the indicator with the highest mean, which principal Comment [R50]: Be reminded that when you
state any indicator from the independent and
dependent variable, they should be written in italics
goal isrequiring the teachers to uplift their educational development for and the first letters should be in capital letters !)
Table 2. Level of Workplace Environment in Public Elementary Schools

Descriptive
Indicator Mean SD
Level

Induction 4.30 0.408 High

Appraisal 4.32 0.512 High

Promotion 4.34 0.493 High

Staff Development
3.94 0.607 High
and Training

Positive work
4.25 0.541 High
environment

Grievance
4.21 0.536 High
Procedures

Overall 4.23 0.423 High

them to be promoted to the next rank, thus,promoting the right teacher to fill up the

vacant position without favoritism. Moreover, promoting and hiring teachers from

within in, and faster and effective strategy than hiring from outside. Consequently,

inaccepting responsibility for supervising the ranking, promoting the teachers to the

next position because of qualification that would finally result in promoting the

teachers to the next position because of qualification.

With regards to Appraisal that is observed also in public elementary schools,

which goal is not evaluating the teachers with surprise instead informing the teachers

before evaluation, thus, evaluating the teachers' performance with complete basis

and documents. Moreover, this would result toevaluating teachers on time.

Consequently, in ensuring that all teachers are fully evaluated according to the

quality of standards in teaching that would finally result inevaluating the teachers

according to their personality and values.

This is followed by Induction that is evident in public elementary schools,

which objective is supporting the professional development of the new teachers, thus,

guiding the new teachers in school. Moreover, this would result togiving orientation to

new teachers.Consequently, using opportunities to work collaboratively with the new

teachers that would finally result inencouraging the new teachers to improve their

professional knowledge in teaching the students effective.

The workplace environment that is observed also in public elementary schools

is on Positive Work Environment, which is being energetic and enthusiastic, thus,

taking time to appreciate the teachers work on a regular basis. Moreover, this would

result toimplementing the policies on the prevention of discrimination and harassment

in school. Consequently, letting workers know if they think they do a good job and

thank them that would finally result ingiving a pat on someone's back or acknowledge

the teachers’ efforts.

This is followed by Grievance Proceduresthat is positive in public elementary

schools, which deal on circulating grievance procedures, policies and related

information widely in appropriate languages, thus,providing education programs for

all teaching and non-teaching staff about their rights and responsibilities in school to

avoid violent grievances. Moreover, this would result to providing information and

support for potential complainants to have an effective resolution of the complaint of

teachers in school.Consequently, circulating grievance procedures, policies and

related information widely in appropriate languagesthat would finally result

ininstituting grievance procedures which are accessible to all teachers and staff in

school.

The workplace environment that is positive also in public elementary schools

is on Staff Development and Training, being the indicator with the lowest mean,

which objective is instituting planning for increasing the technology skills of the

workforce in school, thus, ensuring adjustments to allow teachers and staff with

disabilities to attend training in technology. Moreover, this would result toconsidering

cross-cultural training awareness for teachers and staff in technology.Consequently,

allocating sufficient funds for training the teachers in technology that would finally

result inavoiding training in technology after hours and on weekends.

Significance on the Relationship between
Levels of Organizational Behavior and
Workplace Environment

One important purpose of this study is to determine whether or not the

organizational behavior have significant relationship with workplace environment in

public elementary schools. Pearson r was used to determine the correlation between

the two variables. Results of the computations are shown in Table 3.

The results revealed that organizational behavior versus workplace

environment yields an r-value of 0.8333 which is significant. The result is due to the

p-value of 0.04 which is lower than 0.05 level of significance. This lead to the

decision that the null hypothesis which stated that there is no significant relationship

between organizational behaviour and workplace environment is rejected.

This further means that there is a relationship between two variables

correlated. On the basis of researches done on the relationship between

organizational behaviour and workplace environment, it has been evident that the

organizational behaviour of an institution as a unit has an effect to the workplace

environment. Therefore, the result of the correlation exemplifies that when the

organizational behaviour as observed by the Public Elementary school teachers is

high the workplace environment is also observed to be high. Comment [R51]:

The opening paragraph presents what is being
assessed with overview on the statistical treatment
Regression Analysis of the Influence of done. In the second paragraph, the presentation of
Organizational Behavior and Table 3 results will start with the overall r value with
p value and its decision. The third paragraph will
Workplace Environment elaborate the meaning of the result with
contextualization of the study based on the
correlation of the two variables.
Data shown in Table 4 are the regression coefficients to test the significant

influence of the overall organizational behavior and workplace environment in public

elementary schools.
Table 3. Significance on the Relationship between Levels of Organizational Behavior
and Workplace Environment in Public Elementary Schools

Variables Mean SD r-value p-value

Organizational 4.05 0.54 0.8333* 0.04
Behavior
3.81 0.54
Workplace
Environment

*Significant at 0.05 significance level.

Table 4. Regression Analysis on the Influence of Organizational Behavior on
Workplace Environment in Public Elementary Schools

Organizational B β
Behavior (Unstandardized (Standardized t-value p-value
(Indicators) Coefficients) Coefficients)

(constant) .501

Autocratic .135 .161* 3.889 .000

Custodial .198 .265* 4.871 .000

Collegial .099 .141* 2.584 .000

Supportive .340 .419* 8.244 .000

Dependent Variable: Workplace Environment

R = .830 R2 = .689

F-ratio = 140.043 p-value = .000

*Significant at 0.05 significance level.
Using the Multiple Regression Analysis the data revealed that the influence of

organizational behavior towards workplace environment in public elementary schools

has the F-value of 140.043 and corresponding p-value of 0.001.

This means that the organizational behavior significantly influence workplace

environment since the probability value is less than 0.05. The R2 value of 0.689

implies that 68.9% of the workplace environment in public elementary schools is

influenced by the organizational behavior in public elementary schools while the

remaining 31.1% were influenced by other factors.

The indicator Autocratic has a beta of 0.161* and a corresponding p-value of

0.000 which means that Autocratic has a significant influence on the workplace

environment of the public elementary school teachers since the probability level is

0.000 which is less than the level of significance at 0.05. Also, Custodial has a beta

of 0.265* and a p-value of 0.000 which means that Custodial has a significant
influence to the workplace environment of the public elementary school teachers
since the probability level is 0.000 which is less than the level of significance at 0.05.
On the other hand, Collegial has a beta of .141* and a p-value of 0.010 which means
that Collegial has a significant influence to the workplace environment of the public
Comment [R52]: Table 4 results should be
presented this way: First, present the value of F with
p value and decide whether there is an overall
significant influence of the IV and DV and why?
Then explain the R2 value. Finally, present the BETA
values of each of the indicator of the IV with their
corresponding p values then decide which of the
indicator best influenced the DV. Always be
reminded that when p value is less than 0.05, then,
there is a significant influence on the DV therefore,
reject the Null Hypothesis.

elementary school teachers since the probability level is 0.000 which is greater than

the level of significance at 0.05. Lastly, Supportive has a beta of 0.419* and a p-value

of 0.000 which means that Supportive has a significant influence to the workplace

environment of the public elementary school teachers since the probability level is

0.000 which is less than the level of significance at 0.05.

 The overall result of the organizational behavior significantly influence

workplace environment in public elementary schools.

 Chapter 4
DISCUSSION
The data on organizational behavior and workplace environment in public
elementary schools are presented in this chapter and said discussions are based on
the findings appeared in the previous section.
Level of Organizational Behavior in Public Elementary Schools
The respondents’ level on the organizational behavior in public elementary
schools is high. This means that the different organizational behaviors were positive
in public elementary schools. This further means that the teachers in public
elementary schools oftentimes manifest all the organizational behaviors as to being
autocratic which means they can impose power when needed; custodial or they
display support to the policies of the school; supportive that is manifesting
cooperation and coordination among stakeholders and collegial, that is manifesting
unity and teamwork in achieving the goals of the organization.
This result is in relation to the theory of Malekzadeh, (2008) who viewed that
organizational behavior in many schools have the best of resources and strategies.
This is due to the fact that organizational behavior was being given due importance.
It is one of the topmost searched items in the organization. This conforms the theory
of Ali (2009) that organizational behavior in school may have many employees, with
each performing different functions. It is of primary importance that employees
interact with each other sufficiently and effectively, for the organization to achieve its
objectives.
Comment [R53]: Note : The difference between
the presentation of RRL and Discussion ( Chapter 4 )
is that in the RRL, sources / references should be
placed after the sentence or paragraph while in the
discussion, sources should be placed at the
beginning of the sentence or paragraph, ie. “ …. The
study is in consonance/ parallel/ congruence/ similar
to the study of (reference )… “
Comment [R54]: First paragraph should discuss
the results from Table 1 using the indicators as the
point of discussion with references
( Discussion of Table 1 and 2 should start with the
overall findings with reference ! This is followed by
the discussions of all indicators starting with the
indicator with the highest down to lowest mean !
Same procedure should also be followed in the
dependent variable ! Discussion of each indicator
should revolve around the corresponding Appended
Table without mentioning the table. )
( All indicators with very high descriptive
equivalents should also be included in the
discussion! This is also true to the dependent
variable! )
( references / Sources cited here should be the
references cited in the corresponding RRL! )
Comment [R55]: Note : The difference between
the presentation of RRL and Discussion ( Chapter 4 )
is that in the RRL, sources / references should be
placed after the sentence or paragraph while in the
discussion, sources should be placed at the
beginning of the sentence or paragraph, ie. “ …. The
study is in consonance/ parallel/ congruence/ similar
to the study of (reference )… “
 In terms of being acollegial the level of organizational behavior in public

elementary schools is high. This indicates that the collegial organizational behavior in

public elementary schools was positive. This connotes that teachers and

administrators are treated as partner in school. Collaborative approach is practiced

by the administrators to their teachers wherein mentors are dealt with as mature

individuals capable of coordinating the school activities and capable of carrying the

tasks as expected. It is the lowest of the standard deviations computed which means

that the distribution is more closely distributed than other data for organizational

behavior. The viewpoint of Aneil(2009) is seemingly congruent to this study. He

revealed that this is a team concept that depends upon the management building a

partnership with teachers. The basis of this collegial model is partnership with a

managerial orientation of teamwork. The teachers in turn are oriented towards

responsible behavior and self-discipline. In line with this concept, Redmond (2009)

expressed that a partner must exercise the highest degree of good faith in all

dealings with the other partners, devote time and attention to the partnership in Comment [R56]:
( references / Sources cited here should be the
references cited in the corresponding RRL! )
school business.

With regards to supportive organizational behavior, the level was high. This

signifies that the supportive organizational behavior in public elementary schools is

positive. This means that the teachers and administrators are helping with each

other when things go wrong and find a way to fix it, rather than blaming, the

administrator is giving chances to the teachers who failed to submit their grades on

due time, very much concern for teachers, encouraging teachers to accomplish

things in school and helping teachers to grow personally and professionally. This is in
line with the views of Mishra (2014) that this approach depends upon leadership

instead of power or money. Through leadership the organization helps the employee

to grow and accomplish things in the organization. The basis of this supportive model

is leadership with a managerial orientation of support. The employees in turn are

oriented towards job performance and participation. The employee need that is met is

status and recognition. The performance result is awakened drives which contribute

to the efficiency and effectiveness of the organization. If one had to study the

organizational behavior of school, they would have effectively studied the aspect of

people behavior on systems.

This was followed by custodial indicator which was on high level. This

indicates that the custodial organizational behavior in public elementary schools is

positive. It means that the teachers feel that their administrator is a father/mother to

them, helping the teachers to find ways to augment their income, takes care of

teacher’s well- being, assisting the teacher in times of their needs, and gives moral

support when teachers have problems. As mentioned by Revans (2012) the welfare

of the school depends on economic recourses to meet the security needs of its

teachers which lead to dependence upon the organization. The basis of this custodial

model is economic resources with a managerial orientation of money. The teachers

in turn are oriented towards security and benefits and dependence on the

organization. The teachers’ need that is met is the security of their well-being.

Newstrom (2011) cited that organizational behavior is institutional and always

changing, the role of the school heads has become more sensitive. In order to know

how to handle a new workforce, and deal with the complication of the new
environment, the supervisors need to develop their attitude and behavior of

individuals, helps them to do their effectively and efficiently.

A high level of organizational behavior in terms of autocratic was also evident

among the respondents denoting that autocratic in public elementary schools was

positive. It means that the teachers believe that their administrators are firm in

exercising in their administrative functions. This indicates that although the data are

not widely distributed, it is the least homogeneous among the organizational

behavior. Cullen (2010) mentioned that people will follow their leader when they

believe that person has the ability to satisfy their needs.

Level of Workplace Environment in Public Elementary Schools

The respondents’ responses on their level of level of workplace environment in

public elementary schools appears on a high level. This means that all measures

described in workplace environment in public elementary schools items were

positive. This result is associated with the work of Olsen (2013) who emphasized that

the workplace environment in organization has determined what motivates its

employees in internal rewards, such as challenging assignments, and external

rewards, such as higher compensation and peer recognition. Immediate supervisors

act as advocates for employees, gathering and distributing the resources needed by

employees in order for them to be able to do a good job and providing positive

encouragement for a job well done.

The high level for the promotion indicated that the level in workplace

environment was positive. This means that administrator is accepting responsibility

for supervising the ranking and promoting the teachers to the next position because
of qualification. This also indicates that the administrator is promoting the right

teacher to fill up the vacant position without favoritism, requiring the teachers to uplift

their educational development for them to be promoted to the next rank. This is

congruent with the concept of Steve (2013) who explained that in academia when

administrator wants to promote a teacher or employee, they must follow a number of

steps, such as advertising the position, accepting applications from qualified

candidates, screening and interviewing candidates and then documenting why they

chose a particular candidate.

In the same manner, the respondents had an agreeable rating on workplace

environment about appraisal described as high which specified that the items

indicated were positive in public elementary schools. This means that the

administrator is ensuring that all teachers are fully evaluated according to the quality

of standards in teaching and evaluating the teachers according to their personality

and values. This shows also that the administrator is also evaluating the teacher’s

performance with complete basis and documents, evaluating teachers on time and

does not evaluating the teachers with surprise instead informing the teachers before

evaluation. The viewpoint of Margulies (2014) is somehow associated with these

results. He stated that performance appraisal is a method by which the job

performance of an employee is evaluated (generally in terms of quality, quantity,

cost, and time) typically by the corresponding administrator, manager or supervisor.

A performance appraisal is a part of guiding and managing career.

 Data indicated that the respondents displayed a favorable belief towards

induction can be stated that respondents assigned high. This implies induction

indicator in workplace environment of public elementary schools is positively

observed. This means that the administrator is using opportunities to work

collaboratively with the new teachers and encouraging the new teachers to improve

their professional knowledge in teaching the students effectively. This indicates that

the administrator is also supporting the professional development of the new

teachers, giving orientation to new teachersand guiding the new teachers in school

oftentimes. These findings are congruent with the views of Daugherty (2012) who

pointed out that the administrator and teacher is collaboratively working together in

an intersection of common goals. It is an intellectual endeavor that is creative in

nature by sharing knowledge, learning and building consensus. Most collaboration

requires leadership, although the form of leadership can be social within a

decentralized.

Similarly, the respondents also displayed high level of positive work

environment. The high rating means that the positive work environment indicator in

workplace environment of public elementary schools is positively observed. This

implies that the administrator is taking time to appreciate the teachers work on a

regular basis. This indicates also that the administrator is letting workers know if they

think they do a good job and thank them, occasionally giving pat on someone's back

or acknowledging the teachers efforts, implementing the policies on the prevention of

discrimination and harassment in school. This result is somehow connected to the

opinion of Harris (2010) which stated that school heads responsibility is to do the best
to create workplace environment where the vast majority of the staff truly enjoys

coming to work each and every day by creating a workplace that provides meaning

and purpose for the employees. The school heads should go out of their way to say

thank you and show their appreciation when the staff members go above and

beyond.

In the same manner, the respondents had an agreeable rating on workplace

environment about grievance procedures. It is described as high which specified that

the items indicated were positive in public elementary schools. This means that the

administrator is instituting grievance procedures which are accessible to all teachers

and staff in school. This indicates that the administrator is providing education

programs for all teaching and non-teaching staff about their rights and responsibilities

in school to avoid violent grievances and providing information. This is in line with the

views of Gulbinas (2010) that grievance procedures are a means of dispute

resolution that can be used to address complaints by employees against

management or to settle disputes between schools. Thus, the administrator is

instituting grievance procedures which are accessible to all teachers and staff in

school.

Similarly, the respondents also displayed high level of staff development and

training is manifested high. This implies that the staff development and training

indicator in workplace environment in public elementary schools is positively

observed. That the administrator is instituting plan for increasing the technology skills

of the workforce in school and allocating sufficient funds for training the teachers in

technology. This means that the administrator is ensuring adjustments to allow

teacher and staff with disabilities to attend training in technology, avoiding training in

technology after hours and on weekends and considering cross-cultural training, and

awareness for teachers and staff in technology. The above findings collaborated with

the idea of Tompkins (2009) who stated that in conducting an employee training

session, there is a need to develop the employee training within the framework of a

comprehensive, ongoing, and consistent employee training program.

Correlation Between Measures

The present study reveals a significant relationship between organizational

behavior and workplace environment in public elementary schools. This implies that

organizational behavior influence the workplace environment in public elementary

schools which can be seen on the data. This confirms with the study of Brief and

Weiss (2002) which emphasized that organizational behavior affects the thoughts,

feelings and actions of the people in a workplace environment. This result also is in

relation to the proposition of Malekzadeh, (2008) who viewed that organizational

behavior in many schools have the best of resources and strategies. This is due to

the fact that organizational behavior was being given due importance. It is one of the

topmost searched item in the organization.
The correlation between the overall organizational behavior and workplace
environment is significant. This implies that the workplace environment is dependent
on the organizational behavior in public elementary schools. These findings affirmed
Comment [R57]: (Discussion on Table 3 should
start by going back to you Anchor Theory/
Proposition and determine whether the findings of
your study confirmed or contradicted the Anchor
Theory you presented in Chapter 1. This is followed
by the presentation of your references mentioned in
your Correlations between Measures in the RRL of
Chapter 1 whether your study confirms or
contradicts the individual studies you presented un
your RRL)

the study of Brief and Weiss (2002) that organizational behavior is an area of inquiry

concerned with both sorts of influence in the work environment of the employees.

This conforms also with the concept of Ali (2009) that organizational behavior in
school may have many employees, with each performing different functions. It is of

primary importance that employees interact with each other sufficiently and

effectively, for the organization to achieve its objectives.

Regression Analysis on the Influence of

Organizational Behavior and
Workplace Environment

The regression coefficient is to test the significant influence of the overall

organizational behavior and workplace environment in public elementary schools.

Using the Simple Linear Regression the data reveal that the influence of

organizational behavior towards workplace environment in public elementary schools

has significant influence. This means that the organizational behavior significantly

influence workplace environment since the workplace environment in public

elementary schools was influenced by the organizational behavior in public

elementary schools were influenced by other factors. The overall results of the

organizational behavior predict workplace environment in public elementary schools.

Therefore, the significance level in the hypothesis of organizational behavior and

workplace environment in public elementary schools is rejected. Comment [R58]: Cite sources/ references that
connect individually the indicators of the
independent variable (IV) which were the
As stated in the previous section of the study, the result of the computation on considered as predictors and the Dependent
Variable (DV)

the significance of the relationship conformed with the two theories espoused in the

study. It could be repeatedly mentioned in this section that the significant influence of

independent variable on the dependent variable accentuates the veracity of the two

theories to wit: This is in line with the proposition of Scott (2000) which states that

organizational behavior and workplace environment consist of the elements seeking

to understand coherence and connectedness of all life present in an organization’s

working environment.

This result also is associated with the work of Olsen (2013) who emphasized

that the workplace environment in organization has determined what motivates its

employees in internal rewards, such as challenging assignments, and external

rewards, such as higher compensation and peer recognition. Immediate supervisors

act as advocates for employees, gathering and distributing the resources needed by

employees in order for them to be able to do a good job and providing positive

encouragement for a job well done.

Conclusion

Based from findings of the study, conclusions are drawn in this section. The

level of organizational behavior in public elementary schools is high for collegial, high

for supportive, high for custodial, and high for autocratic and the overall mean of high

for level of organizational behavior in public elementary schools. This means that the

different organizational behavior were positive in public elementary schools. The level

of workplace environment in public elementary schools is high for promotion, high for

appraisal, high for induction, high for positive work environment, high for grievance

procedures and high for staff development and training and the overall mean of high

for level of workplace environment in public elementary schools. This means that all

measures described in workplace environment in public elementary schools items

were positive. There is a significant relationship between organizational behavior and

workplace environment in public elementary schools. The organizational behavior

significantly influence workplace environment in public elementary schools. This is in

line with the study of Brief and Weiss (2002) which stated that organizational
behavior affect the thoughts, feelings and actions of the people in a workplace Comment [R59]: (Conclusion should also follow
the descriptive equivalents of the findings based on
the research objectives!)
environment. Follow the sequence of presentation based on the
Objectives of the Study ( Chapter 1).
The final paragraph should state wither the
Recommendations anchored theory confirms the result.

In the light of the foregoing findings and conclusion, the following

recommendations are offered; DepEd Officials may conduct at least refreshing

seminar - workshop on the best organizational behavior to be observed and practiced

within the school setting by the teachers. Moreover, the school heads may continue

to improve in building up a better harmonious working relationship environment

among themselves together with their teachers. The organizational behavior and

workplace environment of public elementary schools may be raised to a higher level

by providing more motivation to its employees or teachers. This can be done by

setting up formal and informal structures for awarding or rewarding the deserving

employees. Likewise, school heads may give motivation to the teachers, that they

may continue participating and working their daily tasks. It will inform the teachers

regarding on how they will act with dignity and work effectively in school at all time. It

may help the teachers in coping with the changes of the atmosphere in school.

Furthermore, it would be beneficial to the students if they may continue their interest

in the learning processes and show good performance. Lastly, it may provide the

future researchers a starting point on how to expand the coverage of the research in

terms of the variables covered in the study. Comment [R60]: (Recommendations should be
based on the conclusion)
(Don’t be prescriptive. Avoid using the terms, “must
“, “should”)
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