September 25, 2020
Organization Culture
As school organizations undergo varied and complex transformation, which requires a certain kind of culture to deal with contradictions and inconsistencies, this research probed into the organizational culture (Cameron et. al., 2006) and management innovation perspectives (Birkinshaw et.al., 2008) of administrators in the basic education of four Letran schools. A transformative mixed method was used in this study utilizing the explanatory design (Creswell & Plano Clark, 2011 as cited by Creswell, 2012) to assess the perceived actual and preferred organizational culture of teachers and administrators through the Organizational Culture Assessment Instrument modified by Dr. San Miguel, and analysis of the management innovation perspectives gathered from the key informant interview and focus group discussion. The study was conducted in LETRAN basic education schools in the Academic Year 2018-2019 comprised of four Letran campuses, namely Letran Intramuros Manila (LI), Letran Calamba, Laguna (LC), Letran Abucay, Bataan (LA), and Letran Manaoag, Pangasinan (LM). The schools belong to ONELETRAN Basic Education with agreed thrusts in religious education, community service, and research. The findings revealed that the most dominant actual organizational culture for LA and LM as perceived by the administrators and teachers is the clan or team culture, whereas for LC and LI, the market culture. There is a significant difference in the actual and preferred organizational culture of teachers and administrators in the four Letran schools. LA has a dominant institutional and rational management perspective, whereas LI has rational and institutional management innovation perspective. On the other hand, LC and LM have cultural and institutional management innovation perspective. The dominant organizational culture as perceived by teachers and administrators is almost aligned with the management innovation perspective of administrators. From the study, five propositions for a synchronized ONELETRAN Basic Education were crafted. Recommendations then focused on utilizing the dominant collaborative and competitive culture of the schools and the management innovation perspective to initiate and sustain worthwhile changes that are aligned with the institutional mission and vision, as well as the three thrusts of the ONELETRAN system schools.