A Correlational Study of Organizational Key Behavior and Teachers’ Competencies in Sapangdalaga District Division of Misamis Occidental Sy 2020-2021

School Organizations are consciously and highly organized system that comprises teachers with varied interests, needs, orientation and preparation. Through these various interests among the school members, organizations have to pave the way for effective behavior to achieve their desired goals and objectives. This study attempted to ascertain the relationship between organizational behaviors and teachers' competence. Indicators in teachers organizational key behavior are Communication, Judgement and Decision Making, Leadership, Teamwork were all perceived high, while there is only one indicator Creativity with meaning “identifying and visualizing options and formulating innovative approaches” was perceived as very high (M = 4.25, SD = 0.97). The Teachers' level of instructional competence constituted a verbal interpretation of “Good” for all its components and indicators. Furthermore, only four indicators showed significant relationships which were Instructional Process and Communication X (1, N = 143) = 37.27, p < 0.05 VCramer = 0.51, Professionalism and Communication X (1, N = 143) = 5.324, p < 0.05 VCramer = 0.19, Planning and Leadership X (1, N = 143) = 121.677, p < 0.05 VCramer = 0.922 and Assessment and Teamwork X (1, N = 143) = 6.762, p < 0.05 VCramer = 0.217. Among these associations, it can be noted that a “near-perfect association” was drawn between planning and leadership which entails a very strong effect of each variable on one another. Thus, effective leaders were always equipped with strategic vision, mission, and goals. Chapter 1 Introduction Background of the Study The success and failure of any school organization are directly reciprocal to its leadership efficiency and effectiveness. Effective school planning, organizing, staffing, directing, and coordinating employ by school administrators lead to a successful organization and job satisfaction among teachers. The importance of working with, understanding, and motivating teachers both individually and in groups defines school administrators' social skills. School administrators' social skills are significant to others' interaction with others, and the quality of this interaction determines the organizational spirit and teachers' commitment and dedication. For the quality of the teacher's 'job and supportive work environment, school administrators' human skill is of great significance in any educational institution. School Organizations are consciously and the highly organized system that comprises teachers with varied interests, needs, orientation, and preparation. Through these various interests among the school members, organizations paved the way for effective behavior in an organization to achieve IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 267 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 its desired goals and objectives. The study of school organizational behavior leads to teachers' effectiveness and enhancement of job performance. The essential areas that need to look into consideration are, nature and features of school organizational behavior and coverage of organizational behavior. Organizational behavior in school describes the behaviors and attitudes of teachers and the school organization as a whole. School's action does not just lie in the specific norms for individual and group behavior and the degree to which teachers follow those norms. It also matters what actual behavior patterns achieve for the teaching-learning process regarding teachers' performance and commitment to the organization. Human Behavior in Organization (HBO) is studying human behavior in organizational settings, the relationship and interaction between individual behavior and the organization where he belongs. Researchers check individual behavior primarily focuses on its roles in a given organization. One of the primary purposes of studying human behavior in an organization is to emphasize the importance of organizational theory and develop a better corporate life concept. As a multidisciplinary field, Human Behavior in Organization is strengthening its relationship with other allied disciplines' developments, including sociology, education, psychology, economics, engineering, and practitioners' experience. The school organizations in which teachers work significantly impact their thoughts, feelings, and actions as members of the country's most prominent bureaucratic organization, the Department of Education (DepEd). The ideas, feelings, and acts of teachers, in turn, affect the school organization itself. Human Behavior in Organization looks into the process governing the interactions between teachers and school organizations. They seek to identify and foster behaviors that are conducive to the strength and effectiveness of school organization. Recognizing the importance of school organizational behavior leads to the establishment of organizational structure. These structures are necessary for a school organization. It allows the school organization members to work out on a unified effort to achieve corporate aims. School administrators guide teachers in every organization by providing continuous guidance in day-to-day activities in school. Teacher's behavior dictates the strongest will be highest in a hierarchy, as it is for those in organization teachers have tremendous respect. For instance, it will be those with the most work experience and the highest standard of qualifications who gain high school hierarchy positions. Review of Related Literature and Studies Organizational culture and climate describe by theorists (Miner 1995). Hoy et al. (1991) distinguish between environment and culture, with school or organizational climate viewed from a psychological perspective and school culture as viewed from an anthropological perspective. The differences between school climate and culture are highlighted in organizational studies. The climate is often viewed as behavior, while culture comprises the school or organization's values and norms (Hoy 1990, Heck and Marcoulides 1996). Lunenburg and Ornstein (2004) described the organizational climate as the total environmental quality within an organization and believe that the recent attention to public schools' effectiveness and their cultures have shed more interest on IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 268 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 climate importance. Schein (1985, 1996) supported the relationship between culture and climate, stating that norms, values, rituals, and climate are all manifestations of culture. McDougall and Beattie (1998) supported the relationship between culture and climate and the early studies of Schneider and Reichers (1983). Batlolona (2018) explained that a positive work climate in school would also result in a pleasant working environment and subsequently impact students' behavior, especially the teachers. School climate and work culture play vital roles in improving teacher's performance. A positive work climate and culture motivates and inspires teachers to be creative and innovative, leading to a growing positive direction. Kapur (2018), in his study on organizational behavior in education, revealed that effective implementation of organizational behavior in education contributes to the enhancement of job performance, incurs job satisfaction, and leads to the achievement of desired goals and objectives. The study includes the nature and features of organizational behavior, the scope of organizational behavior, and the need for organizational behavior in education, the educational field's contribution to organizational behavior, career development, challenges, and opportunities for organizational behavior. In an article, Kunter, Baumert, Voss, Klusmann, Richter, Hatchfeld (2013) conducted a study to investigate teachers' pedagogical content knowledge, professional practices, work-related motivation, and self-regulation aspect concerning teachers' professional competence. Specifically, it sought to examine how these aspects correlate to instruction and students' learning. In a representative sample of 194 German secondary school mathematics classes, multiple measures employ to assess teacher competence, instructional quality, and students' achievement and motivation. The influence of teachers' professional attributes towards student learning revealed positive results based on the repeated-measures design. The structural equation models show positive effects of teachers' pedagogical content knowledge and enthusiasm towards teaching instructional quality, affecting student outcomes. In contrast, the general academic ability of teachers did not significantly affect their instruction. The multidimensional professional competence model introduced in this article seems to stimulate further research on teacher quality indicators. A case study of Yusof (2012) analyzes the relationships between school climate and teachers' commitment. The study investigates the predictability of school climate's fundamental dimensions related to collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability towards teacher commitment. The study found that school climate openness and teachers' commitment to the selected five primary schools are high. As for the correlation between school climate dimensions, the result shows a positive relationship with teachers' responsibility. The regression analysis of professional teacher behavior made a significant contribution to teachers' commitment. Related Studies Rashid et al. (2018) stressed that teachers' behavior significantly correlates with student academic performance. Out of these eight components, the results revealed that six features (clarity, IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 269 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 interaction, pacing, disclosure, speech, and rapport) show a highly significant relationship with students' academic performance. In comparison, two components (enthusiasm and organization) have no association with the dependent variable. Students have substantial differences in their academic performance, while only one component (speech) reveal differences based on their (student's) gender. Introduction Teachers' behaviors the term used for the behavioral manifestation of the act of teaching, done to facilitate the learning by a student or a group of students. Therefore, it encompasses all the verbal and nonverbal behaviors demonstrated by a teacher to impart education within an academic setting. The teaching approach and techniques employed by teachers have different results for student performances. Therefore, teachers play a vital role in providing an encouraging learning environment for their students to excel academically. Therefore, a significant portion of the onus for quality learning falls upon the teacher's personality and attitude. Education occurs through the marriage of teaching and learning; therefore, knowledge is halfway essential and has an equal, if not more significant, share in students' academic performance. The learning tendency and behavior differ from student to student. However, since this study's focus is on the need side of the education equation, we do not detail students' learning behavior and leave that topic for a different project at this stage. Blazar (2016) pointed out that teachers have large effects on students' attitudes and behaviors and their relationship to students' performance. Teacher's impact estimates to have a moderate to strong predictive validity. The prediction of student outcomes by teaching practices is the most proximal measure in the relationship between teachers' math errors and students' math achievement. Teachers' results showed that teachers who are effective at improving some outcomes are not equally effective in enhancing others. This study's findings provide empirical evidence that established a theory in the teaching-learning process's creating policies that account for and incentivize this complexity. This study attempts to identify teacher and teaching effects using observations of instruction inside teachers' classrooms. This study uses random assignment to determine the teacher's predictive validity on students' attitudes and behaviors. Results from this study will result to inform policy and practice in two significant contributions. First, exploring the impact of specific teaching methods on student outcomes may help policymakers and school leaders get more teachers who engage in these effective teaching practices into classrooms. This practice occurs through evaluation or development practices. When school leaders observe classrooms, they look into those elements of instruction that contribute to student outcomes. Moreover, school leaders may use this information to link teachers to professional development opportunities to improve their particular instructional domain skills. Secondly, the results show strong teacher effects on student attitudes and behaviors and weak relationship on teacher effects on students' outcomes, highlighting the multidimensional nature of teaching. Moreover, as stated above, these teaching practices may be a focus of development efforts. Filling up classrooms with teachers who positively engage in effective teaching practices will take more time. More so likely will entail various efforts, including improvements in professional IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 270 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 development offerings that engage teachers substantively around their teaching practices and more concrete actions to hire teachers with in-depth knowledge of teaching Mathematics. Most Importantly, though, the education community is beginning to understand the teaching types that students needed to raise outcomes. Sabado (2014), in her study which sought to describe the socio-demographic characteristics of the thirty-four (34) public school heads and one hundred thirty (130)teachers, eight school heads, and 40 teachers from private high schools in Kidapawan City Division. The study includes the school climate that influences school heads' leadership behavior in public and private high school teachers' performance. The researcher's recommendations are the following measures: 1. Training seminars workshops such as team building activities, curriculum planning, and school events need to strengthen to intensify the camaraderie and healthy relationship among teachers. 2. The school heads should possess good leadership behavior since they are the leaders of their schools who are looked up to by the teachers, pupils, and stakeholders. Their good leadership is one factor that will create a positive school climate, which can contribute to a teacher's job satisfaction, thereby motivating them to work better. 3. The school heads must maximize their efforts in creating a positive school climate in their school to produce teacher's teachers' quality performance. 4. Teachers must also be encouraged to pursue higher education by enrolling in graduate programs to enhance their competence in instruction and personal characteristics to maintain a good school climate and understand their school heads' leadership behavior. 5. A further study of this topic includes other factors that may influence teachers' performance and compare the school climate and public and private institutions' leadership behavior. The school climate significantly influenced the school heads' leadership behavior. The instructional management domain of school climate significantly influenced leadership behavior in terms of human relations. The teacher-student relation domain in school climate significantly influences trust and decision making in leadership behavior; the school climate domains like security maintenance, student-peer relationship, and instructional management significantly influenced the leadership behavior in terms of control. Teacher-student relations and student academic orientation in school climate significantly influenced the leadership behavior in times of conflict. The socio-demographic characteristics, school climate, and leadership behavior did not significantly influence the teachers' job performance. Villaluz (2018) assesses public schools' organizational climate in the Sibulan District using Ekvall's nine climate dimensions, including school heads and teachers' demographic profiles and the variables' relationship. This study's Respondents were 31 school heads and 257 teachers in the public elementary and secondary schools of the Sibulan District. Villaluz study's point of contact and the present work is that both works appraised the organizational climate and behavior. The former dissertation studied school administrators and teachers' organizational climate and the relationship among the variables. In contrast, the present study will determine the organizational IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 271 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 behavior of elementary school teachers of Sapangdalaga District concerning teachers' competence in teaching. Kadtong et al. (2013), in their study, sought to determine the relationship between the teacher's work performance and job satisfaction in the Division of Cotabato City. The study results revealed that most teachers are within the 31-40 years old age bracket. The majority of the teachers are females, married, earned a baccalaureate degree in education with a master's degree unit. Sixtyfour percent of the respondents had 11 to 15 years in the service. Findings concluded that the teacher respondents of the Division of Cotabato City show a high teaching performance level. They are satisfied and contented in their job resulting in teacher's job satisfaction concerning policies, administration, supervision, salary, working conditions, work itself, and personal and professional development. The study concluded that teachers would become productive and committed to their job if teachers are satisfied with their job. Furthermore, if teachers' contentment with their job, it will maintain teachers' high moral level, resulting in teachers' effective and efficient performance. Effective teaching-learning processes produce quality learners. Teven (2007), in his study which sought to investigate the impact of teacher's misbehaviors and the way the care on students correlates teacher's evaluation and teacher's teaching competence and trustworthiness. After thorough research on teachers' hypothetical situations engaged in very appropriate (or inappropriate) behaviors and communicating caring (or non-caring), students reported perceptions of teacher competence and trustworthiness, and affect. The analysis of variance shows significant main effects for teacher caring and appropriateness on competence and reliability. Even though there were correlations on interaction, the conflict was on correlations. Teacher caring was significantly related to students' effect on the subjects and the teacher. This study revealed that teachers should maintain appropriate classroom behavior and shows care towards students to preserve their credibility and affect the classroom. Theoretical Framework of the Study Over the past decade, various researches have confirmed that teachers substantially impact their students' academic and life-long success. Despite the concerted efforts to identify characteristics such as experience and education that might correlate with teacher effectiveness, the nature of effective teaching still largely remains a dilemma. A teacher's performance is the total of the teacher's ability, motivation, and environment. To explore what roles that motivation plays in a teacher's performance, it is essential to consider the source of inspiration in the workplace and how to use these working theories to help teachers become more engaged in their respective work. An organizational structure plays a crucial role in the success of an educational institution. Thus, the organizational theories help identify the suitable design for an organization, efficient enough to deal with specific problems. The modern theory integrates essential ideas of the classical models of organizational behavior and social and behavioral sciences. This theory looks organization as a system that changes with its environment, covering both internal and external. The modern approach considered an organization IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 272 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 to interact with its environment to sustain and grow consistently. With the adoption of an organization as an open system, several elements exist, such as input, transformation, process, output, feedback, and environment. This theory contradicts the classical approach, where the organization is being considered a closed system. Since the organization is an open system, where the environment changes primarily to determine survival and growth, it is also said to be adaptive and adjusts itself to the changing climate. This theory comprises of the different levels and dimensions of the organization. This theory covers both the micro and macro environment of the organization. The macro size and level cover the external environment, while the micro-environment is internal to the organization. This study focused on Teachers' effectiveness concerning teachers' essential organizational behavior in Sapangdalaga District, Division of Misamis Occidental. Organizational key behaviors of teachers in terms of: 1. Communication 2. Judgment and Decision Making 3. Leadership Skills 4. Teamwork and Cooperation 5. Creativity and Innovation Instructional competence in terms of: 1. Teachers Planning and Preparation 2. Teachers Instructional Process 3. Teacher’s Assessment 4. Teacher’s Professionalism 5. Teachers Interpersonal Relationship 6. Teachers Classroom Management Figure 1 Schematic Presentation of the Study This figure illustrates how organizational behaviors in terms of communication, judgment and decision-making, leadership skills, teamwork and cooperation, and creativity and innovation affect teachers' competence in planning and preparation, instructional processes, assessment practices, classroom management, professionalism, and interpersonal relations. Statement of the Problem This study attempted to ascertain the relationship of organizational behaviors and teachers' competence of the Sapangdalaga District, Division of Misamis Occidental, for the School Year 2020-2021. Specifically, this study answered the following questions: 1. What are the levels of the organizational behaviors of teachers in terms of: IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 273 Teacher's Effectiveness Implications to Teacher’s Organizational Behaviors IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 1.1 Communication; 1.2 Judgment and Decision Making; 1.3 Leadership Skills; 1.4 Teamwork and Cooperation; 1.5 Creativity and Innovation? 2. What is the level of the instructional competence of teachers in terms of: 2.1 Planning and Preparation; 2.2 Instructional Process; 2.3 Assessment; 2.4 Professionalism; 2.5 Interpersonal Relationship; 2.6 Classroom Management? 3. Is there a significant association between organizational behavior and instructional competence towards a teacher's effectiveness? Hypotheses Ho: There is no significant relationship between the teachers organizational behaviors and instructional competence towards the teacher's effectiveness. Significance of the Study This study aimed to ascertain the relationship between teachers' organizational behavior and competence towards effectiveness in Sapangdalaga District, Division of Misamis Occidental teacher's point. This study's results may be beneficial to all teachers involved in the teaching-learning process, particularly in this area. In specific terms, the result derived from this investigation will help the school administrators gain a more in-depth insight into the teachers' effectiveness and devise proper measures for improvement. The results of this study may also guide the teacher to improve their skills and competencies and help them realize their essential role in the educative process. Findings may provide a basis for enhancing, enriching, or adopting other techniques to improve their instruction. To the students, who are the most important beneficiaries of this investigation, it is necessary that at this stage, they already developed proper and favorable attitudes of the teachers that lead to effective and efficient learning. The study results were beneficial to the researchers as a link in utilizing research findings for planning and practical solutions to instruction effectiveness problems. Such findings may serve as a good source of information regarding teachers' competence and effectiveness in instruction related to teachers' organizational behavior. Teachers, school administrators, and supervisors will hopefully utilize this study's findings in varied ways depending upon their needs, purposes, and functions in the system. IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 274 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 Finally, this study's results may add to the existing data on the different organizational behavior factors that affect the teaching-learning process. Scope and Limitation of the Study This study focused on investigating the relationship of organizational behavior and instructional competence towards teacher's effectiveness of Sapangdalaga, Misamis Occidental using five organizational behavior variables, namely: Communication: Judgment and Decision Making, Leadership Skills, Teamwork and Cooperation, and Creativity and Innovation and six instructional competence, namely: Planning and Preparation; Instructional Process, Assessment, Professionalism, Interpersonal Relationship, and Classroom Management. Schools involved were the twenty elementary schools. One half of the total population of five hundred elementary school teachers serve as respondents. The duration of this study is within S.Y. 2020-2021. Definition of Terms and Clarification of Concepts As in any study, terms are usually furnishing a common ground for understanding between the reader and the researcher. Assessment: It is the collection of relevant information that may be relied on for making decisions. Classroom Management: Pertains to teachers' skills, techniques, and strategies to keep students orderly, organized, attentive on the assigned task, and meaningfully learned during a class. When teachers effectively execute classroom-management strategies, he minimizes the students' behaviors that affect students' learning, maximizing students' actions to facilitate and enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills. In contrast, the inexperienced or less effective teacher's hallmark is a disorderly classroom filled with students who are not working or paying attention. Creativity: These how teachers used her knowledge, curiosity, imagination, and evaluation. The more excellent understanding of the teacher and level of interest he has, the more ideas, patterns, and combinations he can achieve, which then correlates to creating new and innovative products and services. Evaluation: This study refers to applying a set of standards and a decision-making criterion to make sound judgments that pertain to the learning's adequacy. Judgment and Decision Making Ability: Refers to capacity or faculty to make considered and effective decisions, come to sensible conclusions, perceive and distinguish relationships, understand situations, and form objective opinions, especially in matters that affect action. Leadership Skills: This study refers to the strengths and abilities individuals demonstrate that help them oversee processes, guide initiatives, and steer their employees toward achieving goals. Organizational Behavior (O.B.): Organizational behavior refers to studying human behavior in organizational settings, the interface between human behavior and the organization, and its own. IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 275 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 Organizational Communication: In this study, it is how members of an organization interact with each other and the people they serve. Planning and Preparation: It refers to one of the essential principles of good teaching is the need for planning. Planning provides teachers and students a structure for reflection and evaluation. Professionalism: Refers to the conduct, aims, or qualities that characterize or mark a professional or a professional person Teacher: In this study, it is a person who helps students to acquire knowledge, competence, or virtue. Teachers Competence: According to Mc. Leod (in Usman, 2004:14) "the ability of a teacher to responsibly perform her duties or has appropriately." Teachers' competence is the teacher's ability to implement the obligations in a responsible and viable. Teamwork and Cooperation: This study is part of a group and collaborates with other members toward achieving a common work-related goal.

its desired goals and objectives. The study of school organizational behavior leads to teachers' effectiveness and enhancement of job performance. The essential areas that need to look into consideration are, nature and features of school organizational behavior and coverage of organizational behavior.
Organizational behavior in school describes the behaviors and attitudes of teachers and the school organization as a whole. School's action does not just lie in the specific norms for individual and group behavior and the degree to which teachers follow those norms. It also matters what actual behavior patterns achieve for the teaching-learning process regarding teachers' performance and commitment to the organization.
Human Behavior in Organization (HBO) is studying human behavior in organizational settings, the relationship and interaction between individual behavior and the organization where he belongs. Researchers check individual behavior primarily focuses on its roles in a given organization. One of the primary purposes of studying human behavior in an organization is to emphasize the importance of organizational theory and develop a better corporate life concept.
As a multidisciplinary field, Human Behavior in Organization is strengthening its relationship with other allied disciplines' developments, including sociology, education, psychology, economics, engineering, and practitioners' experience. The school organizations in which teachers work significantly impact their thoughts, feelings, and actions as members of the country's most prominent bureaucratic organization, the Department of Education (DepEd). The ideas, feelings, and acts of teachers, in turn, affect the school organization itself. Human Behavior in Organization looks into the process governing the interactions between teachers and school organizations. They seek to identify and foster behaviors that are conducive to the strength and effectiveness of school organization.
Recognizing the importance of school organizational behavior leads to the establishment of organizational structure. These structures are necessary for a school organization. It allows the school organization members to work out on a unified effort to achieve corporate aims. School administrators guide teachers in every organization by providing continuous guidance in day-to-day activities in school. Teacher's behavior dictates the strongest will be highest in a hierarchy, as it is for those in organization teachers have tremendous respect. For instance, it will be those with the most work experience and the highest standard of qualifications who gain high school hierarchy positions.

Review of Related Literature and Studies
Organizational culture and climate describe by theorists (Miner 1995). Hoy et al. (1991) distinguish between environment and culture, with school or organizational climate viewed from a psychological perspective and school culture as viewed from an anthropological perspective. The differences between school climate and culture are highlighted in organizational studies. The climate is often viewed as behavior, while culture comprises the school or organization's values and norms (Hoy 1990, Heck andMarcoulides 1996). Lunenburg and Ornstein (2004) described the organizational climate as the total environmental quality within an organization and believe that the recent attention to public schools' effectiveness and their cultures have shed more interest on IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 interaction, pacing, disclosure, speech, and rapport) show a highly significant relationship with students' academic performance. In comparison, two components (enthusiasm and organization) have no association with the dependent variable. Students have substantial differences in their academic performance, while only one component (speech) reveal differences based on their (student's) gender. Introduction Teachers' behaviors the term used for the behavioral manifestation of the act of teaching, done to facilitate the learning by a student or a group of students. Therefore, it encompasses all the verbal and nonverbal behaviors demonstrated by a teacher to impart education within an academic setting. The teaching approach and techniques employed by teachers have different results for student performances. Therefore, teachers play a vital role in providing an encouraging learning environment for their students to excel academically. Therefore, a significant portion of the onus for quality learning falls upon the teacher's personality and attitude. Education occurs through the marriage of teaching and learning; therefore, knowledge is halfway essential and has an equal, if not more significant, share in students' academic performance. The learning tendency and behavior differ from student to student. However, since this study's focus is on the need side of the education equation, we do not detail students' learning behavior and leave that topic for a different project at this stage. Blazar (2016) pointed out that teachers have large effects on students' attitudes and behaviors and their relationship to students' performance. Teacher's impact estimates to have a moderate to strong predictive validity. The prediction of student outcomes by teaching practices is the most proximal measure in the relationship between teachers' math errors and students' math achievement. Teachers' results showed that teachers who are effective at improving some outcomes are not equally effective in enhancing others. This study's findings provide empirical evidence that established a theory in the teaching-learning process's creating policies that account for and incentivize this complexity.
This study attempts to identify teacher and teaching effects using observations of instruction inside teachers' classrooms. This study uses random assignment to determine the teacher's predictive validity on students' attitudes and behaviors. Results from this study will result to inform policy and practice in two significant contributions.
First, exploring the impact of specific teaching methods on student outcomes may help policymakers and school leaders get more teachers who engage in these effective teaching practices into classrooms. This practice occurs through evaluation or development practices. When school leaders observe classrooms, they look into those elements of instruction that contribute to student outcomes. Moreover, school leaders may use this information to link teachers to professional development opportunities to improve their particular instructional domain skills.
Secondly, the results show strong teacher effects on student attitudes and behaviors and weak relationship on teacher effects on students' outcomes, highlighting the multidimensional nature of teaching. Moreover, as stated above, these teaching practices may be a focus of development efforts.
Filling up classrooms with teachers who positively engage in effective teaching practices will take more time. More so likely will entail various efforts, including improvements in professional IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 270 IJIRMPS | Volume 9, Issue 4, 2021 ISSN: 2349-7300 development offerings that engage teachers substantively around their teaching practices and more concrete actions to hire teachers with in-depth knowledge of teaching Mathematics. Most Importantly, though, the education community is beginning to understand the teaching types that students needed to raise outcomes. Sabado (2014), in her study which sought to describe the socio-demographic characteristics of the thirty-four (34) public school heads and one hundred thirty (130)teachers, eight school heads, and 40 teachers from private high schools in Kidapawan City Division. The study includes the school climate that influences school heads' leadership behavior in public and private high school teachers' performance.
The researcher's recommendations are the following measures: 1. Training seminars workshops such as team building activities, curriculum planning, and school events need to strengthen to intensify the camaraderie and healthy relationship among teachers. 2. The school heads should possess good leadership behavior since they are the leaders of their schools who are looked up to by the teachers, pupils, and stakeholders. Their good leadership is one factor that will create a positive school climate, which can contribute to a teacher's job satisfaction, thereby motivating them to work better. 3. The school heads must maximize their efforts in creating a positive school climate in their school to produce teacher's teachers' quality performance. 4. Teachers must also be encouraged to pursue higher education by enrolling in graduate programs to enhance their competence in instruction and personal characteristics to maintain a good school climate and understand their school heads' leadership behavior. 5. A further study of this topic includes other factors that may influence teachers' performance and compare the school climate and public and private institutions' leadership behavior.
The school climate significantly influenced the school heads' leadership behavior. The instructional management domain of school climate significantly influenced leadership behavior in terms of human relations. The teacher-student relation domain in school climate significantly influences trust and decision making in leadership behavior; the school climate domains like security maintenance, student-peer relationship, and instructional management significantly influenced the leadership behavior in terms of control. Teacher-student relations and student academic orientation in school climate significantly influenced the leadership behavior in times of conflict.
The socio-demographic characteristics, school climate, and leadership behavior did not significantly influence the teachers' job performance. Teacher caring was significantly related to students' effect on the subjects and the teacher. This study revealed that teachers should maintain appropriate classroom behavior and shows care towards students to preserve their credibility and affect the classroom.
Theoretical Framework of the Study Over the past decade, various researches have confirmed that teachers substantially impact their students' academic and life-long success. Despite the concerted efforts to identify characteristics such as experience and education that might correlate with teacher effectiveness, the nature of effective teaching still largely remains a dilemma.
A teacher's performance is the total of the teacher's ability, motivation, and environment. To explore what roles that motivation plays in a teacher's performance, it is essential to consider the source of inspiration in the workplace and how to use these working theories to help teachers become more engaged in their respective work.
An organizational structure plays a crucial role in the success of an educational institution. Thus, the organizational theories help identify the suitable design for an organization, efficient enough to deal with specific problems.
The modern theory integrates essential ideas of the classical models of organizational behavior and social and behavioral sciences. This theory looks organization as a system that changes with its environment, covering both internal and external. The modern approach considered an organization to interact with its environment to sustain and grow consistently. With the adoption of an organization as an open system, several elements exist, such as input, transformation, process, output, feedback, and environment. This theory contradicts the classical approach, where the organization is being considered a closed system.
Since the organization is an open system, where the environment changes primarily to determine survival and growth, it is also said to be adaptive and adjusts itself to the changing climate.
This theory comprises of the different levels and dimensions of the organization. This theory covers both the micro and macro environment of the organization. The macro size and level cover the external environment, while the micro-environment is internal to the organization.
This study focused on Teachers' effectiveness concerning teachers' essential organizational behavior in Sapangdalaga District, Division of Misamis Occidental.
Organizational key behaviors of teachers in terms of: Is there a significant association between organizational behavior and instructional competence towards a teacher's effectiveness?

Hypotheses
Ho: There is no significant relationship between the teachers organizational behaviors and instructional competence towards the teacher's effectiveness.
Significance of the Study This study aimed to ascertain the relationship between teachers' organizational behavior and competence towards effectiveness in Sapangdalaga District, Division of Misamis Occidental teacher's point.
This study's results may be beneficial to all teachers involved in the teaching-learning process, particularly in this area.
In specific terms, the result derived from this investigation will help the school administrators gain a more in-depth insight into the teachers' effectiveness and devise proper measures for improvement.
The results of this study may also guide the teacher to improve their skills and competencies and help them realize their essential role in the educative process. Findings may provide a basis for enhancing, enriching, or adopting other techniques to improve their instruction.
To the students, who are the most important beneficiaries of this investigation, it is necessary that at this stage, they already developed proper and favorable attitudes of the teachers that lead to effective and efficient learning.
The study results were beneficial to the researchers as a link in utilizing research findings for planning and practical solutions to instruction effectiveness problems. Such findings may serve as a good source of information regarding teachers' competence and effectiveness in instruction related to teachers' organizational behavior. Teachers, school administrators, and supervisors will hopefully utilize this study's findings in varied ways depending upon their needs, purposes, and functions in the system.
Organizational Communication: In this study, it is how members of an organization interact with each other and the people they serve.
Planning and Preparation: It refers to one of the essential principles of good teaching is the need for planning. Planning provides teachers and students a structure for reflection and evaluation.
Professionalism: Refers to the conduct, aims, or qualities that characterize or mark a professional or a professional person Teacher: In this study, it is a person who helps students to acquire knowledge, competence, or virtue.
Teachers Competence: According to Mc. Leod (in Usman, 2004:14) "the ability of a teacher to responsibly perform her duties or has appropriately." Teachers' competence is the teacher's ability to implement the obligations in a responsible and viable.
Teamwork and Cooperation: This study is part of a group and collaborates with other members toward achieving a common work-related goal.

Chapter 2 -Methods
This chapter presents the research design, participants and sampling technique, research instruments, data gathering procedure, data analysis, and statistical treatment.

Research Design
This investigation used the descriptive -survey method in gathering the required information and data on the relationship of organizational behaviors and teacher's competence of elementary school teachers of Sapangdalaga District, Division of Misamis Occidental.
Descriptive research methods provide an accurate portrayal of the characteristics of an individual and a particular situation.
This study is a means of discovering new meaning, describing what exists, determining the frequency with which something occurs, and categorizing information.

Participants and Sampling Technique
The study respondents were the one hundred forty-three elementary school teachers of Sapangdalaga District, Misamis Occidental, assigned in different grade levels. No sampling technique was being utilized in the study for the population universe served as the subject of investigation. To ensure that all the respondents would understand the problem, the researcher conducted a dry-run of the instrument. Based on the respondents' feedback, the researcher prepared the final revision of the questionnaire.

Ethical Considerations
For ethical reasons, the researcher informs and educates the teacher-respondents about this study's purpose and objectives. Moreover, teacher-respondents could withdraw their participation in the study at any time they want. To ensure data privacy among all the respondents, the researcher treated personal information confidentially and anonymously. The teacher respondents had answered the evaluation in their own will. Any mode of resistance by the respondent was highly respected.

Data-gathering Procedure
To conduct this study, the researcher sought permission from the Schools Division Superintendent, Department of Education (DepEd). Division of Misamis Occidental, Oroquieta City. The approved request was sent to the Public Schools District Supervisor (PSDS) to distribute the questionnaire to the teacher respondents via Google Form to observe the health protocols during the COVID pandemic. Attached to the approved request was a letter addressed to each school administrator with the testing dates specified to avoid conflict of schedule The researcher went to each school as scheduled. While in the office, a self-introduction was made and explained the study's purpose to gain their cooperation and establish rapport with them. Aside from the questionnaire given via Google Form, the researcher gave pointers and clarificatory dialogues to collect relevant data. The researcher electronically administered the questionnaire to ensure 100% retrieval.

Data Analysis and Statistical Treatment
 This study utilized four statistical techniques in the treatment of the data gathered.  The researcher used frequency to determine the distribution of the data gathered.  To determine the position of the respondents in each category, the researcher used percentages.  In determining the overall results of the respondent's scores, the researcher employs means.  In testing the significant relationship between the organization key behaviors of teachers and their instructional competence, the researcher used the chi-square of independence using the hereunder formula: To determine the strength of association between significantly associated variables, the Cramer's V coefficient was applied using the formula: Where X 2 chi-square and k is is the number of rows or columns in the table.
To test the internal consistency of the questionnaire, the Cronbach Coefficient Alpha was used.

Chapter 3 -Results
This chapter presents the results extracted from the statistical analysis made. All tabulated value was being generated through IBM SPSS software and the results gathered from the analysis of data adhere to the APA format in citing statistical inferences. Furthermore, the case summaries for the entire table presented herein were indicated in the appendix to ensure validity of results.
The presentation of results was divided into two parts namely: Part I Descriptives, Part 2 Inferential Statistics, to answer the following problem statement: 1.
What are the levels of the organizational behaviors of teachers in terms of -1. Is there a significant relationship between organizational behavior and instructional competence towards a teacher's effectiveness?
Part I -Descriptives This part showcases the result of descriptive analysis in the study. Tables were presented before the findings to give the readers a generalized concept on the descriptive result of the study. 4. The organizational key behavior in "Great Writing and oral skills" was perceived as High (M = 3.66, SD = 1.04) 5. The organizational key behavior in "initiate dialogue and involve people in the communication process" was perceived as high (M = 3.77, SD = 1.01) 6. The organizational key behavior in "ability to bring value to people presenting them certain information" was perceived as high (M = 3.73, SD = 1.03) 7. The organizational key behavior in "Establishment of strong connections with people through communication" was perceived as high (M = 3.59, SD = 1.06) 8. The organizational key behavior in "presents an open and accepting personal that allows the most to reluctant person to express his/her views" was perceived as high. (M = 3.67, SD = 1.07) 9. The organizational key behavior in "encourages an open exchange of ideas and different points of view; tells the truth even when it is unwelcome" was perceived as high (M = 3.67, SD = 1.01) 10. The organizational key behavior in "demonstrate a keen ability to recognize when others are having difficulty understanding his messages and adapts style appropriately" was perceived as high (M = 3.69, SD = 1.003) Findings: 1. The organizational key behavior in "demonstrate an ability to make an ability to make effective decisions within limited time" was perceived as high (M = 3.85, SD = 0.75) 2. The organizational key behavior in "develops highly creative and effective solutions despite pressure" was perceived as high (M = 3.91, SD = 0.79) 3. The organizational key behavior in "the teachers demonstrates maturity in dealing with students" was perceived as high (M = 3.93, SD = 0.79) 4. The organizational key behavior in "The teacher demonstrates maturity in dealing with students" was perceived as high (M = 3.93, SD = 0.79) 5. The organizational key behavior in "the teacher seeks opportunities for his professional development" was perceived as high (M = 4.11, SD = 0.72) 6. The organizational key behavior in "the teacher demonstrates sound judgement in decisionmaking" was perceived as high (M = 3.97, SD = 0.71) 7. The organizational key behavior in "the teacher demonstrates sound judgement and decisionmaking" was perceived as high (M = 3.97, SD = 0.71) 8. The organizational key behavior in "the teacher contributes to the life of the school including co-curricular activities" was perceived as high (M = 4, SD = 0.67) 9. The organizational key behavior in " the teacher demonstrates leadership skills in the performance of duties" was perceived as high (M = 3.99, SD = 0.74) 10. The organizational key behavior in "the teachers adhere to the code of ethics" was perceived as high (M = 3.86, SD = 0.82) Findings: 1. The organizational key behavior in "encourages a sense of mutual accountability in class settings that motivates students to do his best for each other and exceed goals" was perceived as high (M = 4, SD = 0.79) 2. The organizational key behavior in "identifies the most important priorities for the class and focuses attention effectively" was perceived as high (M = 3.97, SD = 0.89) IJIRMPS2104030 Website : www.ijirmps.org Email : editor@ijirmps.org 3. The organizational key behavior in "provides direction to less experienced teacher on how to monitor the class without interfering student progress" was perceived as high (M = 4.04, SD = 0.79) 4. The organizational key behavior in "demonstrates ability to identify underlying performance issues among the class and delivery highly insightful feedback" was perceived as high (M = 4.09, SD = 0.73) 5. The organizational key behavior in "effective gives constructive feedback even when the message is extremely difficult to deliver" was perceived as high (M = 4, SD = 0.87) 6. The organizational key behavior in "helps the students develop their ability to anticipate problems by leveraging their past experiences so that they can work independently" was perceived as high (M = 3.91, SD = 0.88) 7. The organizational key behavior in "positive influence on other teachers and students and their motivation" was perceived as high (M = 3.95, SD = 0.9) 8. The organizational key behavior in " ability to serve as an example and act accordingly" was perceived as high (M = 4, SD = 0.81) 9. The organizational key behavior in "ability to take responsibility and accountability" was perceived as high (M = 3.97, SD = 0.8) 10. The organizational key behavior in "ability to encourage, coach, teach, and assist other people" was perceived as high (M = 3.97, SD = 0.82) 2. The organizational key behavior in "actively seeks to eliminate "cliques" and assists in problem solving so that all teachers and students can be included in work process" was perceived as high (M = 3.52, SD = 1.02) 3. The organizational key behavior in "builds loyalty among other teachers in the organization" was perceived as high (M = 3.65, SD = 1.06) 4. The organizational key behavior in "provides guidance to others as they work through conflicts and disagreements so they can become better "team players" was perceived as high (M = 3.66, SD = 1.11) 5. The organizational key behavior in "Facilitates communication between people experiencing conflict who have previously been unable to solve problems" was perceived as high (M = 3.58, SD = 1.1) 6. The organizational key behavior in "volunteers on committees that are outside typical job responsibilities; exceeds the expectations of his job in participating in school initiatives and programs was perceived as high (M = 3.68, SD = 0.98) 7. The organizational key behavior in "proactively work with teachers and students to improve collaboration and functioning basis" was perceived as high (M = 3.75, SD = 1) Findings: 1. The organizational key behavior in "takes smart risks including trying new and different ways to get the job done" was perceived as high (M = 3.9, SD = 0.88) 2. The organizational key behavior in "relentlessly challenges the status quo ensure area for improvement are identified and addressed" was perceived as high (M = 3.83, SD = 0.86) 3. The organizational key behavior in "inspires others to develop and implement new ideas and ways to approach to work what benefit the State and its customers" was perceived as high (M = 4, SD = 0.9) 4. The organizational key behavior in "Champions innovative approaches within the department by acting as an opinion leader whom others emulate" was perceived as high (M = 4, SD = 0.83) 5. The organizational key behavior in "encourages new ideas, and motivates others to be proactive, resourceful, and know the customer" was perceived as high (M = 4.02, SD = 0.8) 6. The organizational key behavior in "creates and implements customized processes and practices that demonstrate best practices for the school" was perceived as high (M = 3.9, SD = 0.9) 7. The organizational key behavior in "identifies and visualizes options and formulates innovative approaches" was perceived as Very high (M = 4.25, SD = 4.25). 8. The organizational key behavior in "foster an environment that supports the smooth implementation of new approaches/programs" was perceived as high (M = 3,88, SD = 0.89) 9. The organizational key behavior in "develops creative and highly effective ways of doing work/services provided by the school" was perceived as high (M = 3.97, SD = 0.85) 10. The organizational key behavior in " generates support among co-workers for even the most controversial ideas and concepts" was perceived as high (M = 3.97, SD = 0.88) Findings: 1. The Instructional Competence in "the teachers prepares lesson plans that are well laid out and sequenced" was perceived as Good (M = 3.75, SD = 0.82) 2. The Instructional Competence in "the teacher writes objectives that are SMART" was perceived as Good (M = 3.76, SD = 3.78) 3. The Instructional Competence in "the teacher writes objectives that are level appropriate" was perceived as Good (M = 3.79, SD = 0.88) 4. The Instructional Competence in "the teachers prepare content that is a good match for the objectives" was perceived as Good (M = 3.76, SD = 0.99) 5. The Instructional Competence in " the teacher plans activities that are well differentiated' was perceived as Good (M = 3.74, SD = 0.87) 6. The Instructional Competence in " the teacher prepares instruction with opportunities for individual work was perceived as Good (M = 3.83, SD = 0.81) 7. The instructional competence in " the teacher prepares instructional materials that are adequate was perceived as good (M = 3.93, SD = 0.89) 8. The instructional competence in "the teacher include timing as an integral part of planning" was perceived as Good (M = 3.92, SD = 0.8) 9. The instructional competence in "the teacher is well organized for lesson presentation" was perceived as Good (M = 3.81, SD = 0.82) 10. The instructional competence in " the teacher prepares assessment exercises to monitor student's learning was perceived as Good (M = 3.84, SD = 0.88) Findings: 1. The Instructional Competence in "teacher makes objectives explicit to students at the start of the lesson was perceived as good (M = 3.58, SD = 0.86) 2. The instructional competence in "the teacher engages students in activities that are appropriate and meaningful" was perceived as Good (M = 3.62, SD = 0.92) 3. The instructional competence in "the teacher engages students in activities that encourage them to think" was perceived as good (M = 3.58, SD = 0.92) 4. The instructional competence in "the teacher uses a variety of teaching strategies to enhance learning" was perceived as good (M = 3.69, SD = 0.97) 5. The instructional competence in "the teacher arouses and maintains students' interest" was perceived as good (M = 3.66, SD = 0.9) 6. The instructional competence in "the teacher uses appropriate instructional materials in teaching" was perceived as good (M = 3.51, SD = 0.95) 7. The instructional competence in "the teacher uses appropriate techniques" was perceived as good (M = 3.6, SD = 1.01) 8. The instructional competence in "the teacher ensures that all students participate in instructional activities" was perceives as good (M = 3.61, SD = 0.93) 9. The instructional competence in "the teacher guides students to develop concepts/master skills" was perceived as good (M = 3.62, SD = 93) 10. The instructional competence in "the teacher presents instruction in a logical and coherent manner" was perceived as good (M = 3.53, SD = 0.93) Findings: 1. The Instructional Competence in "the teacher uses appropriate assessment activities to monitor student performance" was perceived as good (M = 3.83, SD = 0.98) 2. The instructional competence in "the teacher provides corrective feedback during the course of the lesson" was perceived as good (M = 3.82, SD = 0.95) 3. The instructional competence in "the teacher provides timely feedback to students on their performance" was perceived as good (N=3.78, SD = 0.9) 4. The instructional competence in "the teacher provides timely feedback to parents on students' performance was perceived as good (M = 3.83, SD = 0.95)  Findings: 1. The Instructional Competence in "the teacher expresses himself clearly and easily understood" was perceived as good (M = 3.5, SD = 1) 2. The instructional competence in "the teacher reports for work regularly" was perceived as good (M = 3.5, SD = 1) 3. The instructional competence in " the teacher demonstrates maturity in dealing with students" was perceived as good (M = 3.6, SD = 1) 4. The instructional competence in "the teacher seeks opportunities for his professional development" was perceived as good (M = 3.47, SD = 1.04) 5. The instructional competence in "the teacher demonstrates sound judgement in decision making" was perceived as good (M = 3.71, SD = 1.04) 6. The instructional competence in "the teacher contributes to the life of the school including cocurricular activities" was perceived as good (M = 3.74, SD = 1) 7. The instructional competence in " the teacher demonstrates leadership skills in the performance of duties" was perceived as good (M = 3.44, SD = 1.05) 8. The instructional competence in "the teacher adhere to the code of ethics" was perceived as good (M = 3.5, SD = 1.05) Findings: 1. The Instructional Competence in "the teacher encourages student to respect the worth and dignity of others" was perceived as good (M = 3.61, SD = 0.94) 2. The Instructional competence in " the teacher offers advice to other principal, colleagues, students and parents" was perceived as good (M = 3.64, SD = 0.93) 3. The instructional competence in "the teacher accepts advice from others, principal, colleagues, students and parents was perceived as good (M = 3.6, SD = 0.98) 4. The instructional competence in " the teacher is cooperative and works well with staff members" was perceived as good (M = 3.56, SD = 0.91) 5. The instructional competence in " the teacher demonstrates sensitivity to opinions and attitudes and feelings of others" was perceived as good (M = 3.62, SD = 0.82) 6. The instructional competence in "communicates effectively with students colleagues, and parents" was perceived as good (M = 3.59, SD = 0.92) 7. The instructional competence in Maintains a good rapport with students colleagues and parents" was perceived as good (M = 3.54, SD = 0.89) For the Organizational key Behavior, the respondents' perception was categorized into two nominal classifications namely; High (for responses inclusive in 5 = Very High and 4 = High); Low (for responses inclusive in 3 = Average, 2 = Low, 1 = Very Low) and instructional competence was subgrouped into Good (for responses inclusive in 5 = Very Good and 4 = Good) and Below Average (for responses inclusive in 3 = Good, 2 = Below Average, 1 = Unsatisfactory).
NOTE: Neutral responses were embedded in the lower-subgroup to avoid biases that would possibly occur in the conduct of chi-square test.    Findings: There is a significant relationship between Classroom Management and leadership X 2 (1, N = 143) = 121.677, p < 0.05 V Cramer = 0.922. As indicated in table 15.6.2 the strength of association between the variables was near to a perfect association which implies that there is a very strong relationship between classroom management and leadership.   There is only one indicator for the teachers organization key behavior in Creativity which was "Identifies and visualizes options and formulates innovative approaches" was perceived as very high (M = 4.25, SD = 0.97).

3.
The Teachers' level of instructional competence constituted a verbal interpretation of "Good" for all its components and indicators.

4.
It was found out that there exists a significant relationship between the following

Conclusion
In the light of the findings of the study, the following conclusions can be drawn; 1. The organizational behavior and instructional competence of the teachers can be marginally regarded as high and good respectively. 2. There was an association between instructional process and communication which was characterized as a "near perfect strength of association" which suggest the strong relationship between the two variables. One's communication skills will greatly affect teachers' competence in the instructional process. 3. Professionalism and communication skills constituted a relationship however the strength of association can be characterized as weak. We can conclude that one's communication skills affects professionalism but partly, this association is not substantially strong. 4. Planning and leadership was characterized as significantly related with a very strong association. Hence, leadership skills are a salient factor towards effective planning.

IJIRMPS2104030
Website : www.ijirmps.org Email : editor@ijirmps.org 5. Assessment and Teamwork was revealed as significantly associated but the strength of association was verbally interpreted as weak. Thus, we can conclude that each variable mentioned affects one another but with respect to their association, it can be regarded as weak.

Recommendations
It is imperative to study organizational behavior because it explains why teachers behave in school organizations. The importance of organization has tremendous necessities. In this study, organizational behavior helps us teachers (human beings) understand their complex nature in the organization by determining the interactions of their essential organization behavior and its interaction effects on their instructional competence.
First, school administrators should benefit from a better understanding and more in-depth insight into the relevance of organizational behavior in instruction effectiveness concerning teacher's competence. Failure to do this will undoubtedly result in the lowering of school organizational effectiveness and the commitment effect of the inability to meet both teachers' personal and school organizational goals.
Secondly, school administrators may adopt general approaches to take advantage of the importance of organizational behaviors in school organization as following: 1. Organizational Behavior helps in understanding school organization and teachers in a better way in which supports the effective organization and improve teacher's performance; 2. Organizational Behavior helps in motivating teachers; 3. Provide opportunities for performance and self-actualization of teachers' potentials, allowing them adequate freedom for ingenuity and creativity in achieving goals and; 4. Career advancement opportunities.
Organizational behavior helps determine the factor causing the action and helps school administrators and teachers apply different strategies to control critical factors that affect teachers' competence.
Further studies on this subject may include organizational behavior within groups or organizations and model behavior through analysis of the organizations' positive impact.
Influencing teacher's behavior is another important aspect of studying school organizational behavior. It helps the school administrators assess teachers' reactions before making any changes in policies or schemes.