Institutional Politics and Educational Authenticity of Teachers in Public Elementary Schools

This study aimed to determine the significant relationship between institutional politics and educational authenticity among 141 public elementary school teachers. A descriptive-correlational research design was employed, utilizing structured survey questionnaires to gather data. The results were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. Findings revealed that both institutional politics and educational authenticity were rated at very high levels. Correlation analysis indicated a significant positive relationship between institutional politics and educational authenticity. Moreover, multiple regression analysis showed that power and authority structures, decision-making processes, and teacher-administrator relationships significantly influenced educational authenticity, while resource allocation did not show a significant influence. Based on these findings, it is recommended that school administrators promote inclusive governance, support teacher engagement in decision-making, and foster strong professional relationships to enhance the authenticity of educational practices.