Institutional Politics and Educational Authenticity of Teachers in Public Elementary Schools
Liezl Macahine
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
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.
Keywords: Institutional politics, educational authenticity, public elementary schools, descriptive-correlational, education