SCHOOL CULTURE AND TEACHERS' PERFORMANCE IN PUBLIC ELEMENTARY SCHOOLS OF TANDAG 2 DISTRICT, PHILIPPINES

This study examined the relationship between school culture and teacher performance among public elementary schools in Tandag 2 District. Using a mixed-methods approach, data were collected from 197 teachers, 15 school heads, 100 learners, and 15 SPTA presidents. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were thematically analyzed. Findings revealed that dimensions of school culture—such as professional orientation, organizational structure, learner-centered focus, and stakeholder relationships—are significantly influential to teacher performance. However, no significant relationship was found between training relevance and teacher performance or school culture and student academic performance. The study suggests prioritizing contextualized professional development and inclusive cultural practices to enhance educational outcomes.