School Organizational Innovation and Productivity of Public Elementary Teachers in Digos South District

Abstract

This study aimed to determine the extent of school organizational innovation as a determinant of the productivity of public elementary teachers of Digos South District. The findings revealed that school organizational innovation in curriculum and instruction, school counseling and activities, teacher expertise development, resource application, and classroom construction innovation are always manifested. However, school counseling and activities and resource application were occasionally manifested. Schools may design more comprehensive counseling programs to increase learning outcomes. Maximize the utilization of resources to implement innovative programs for the welfare of learners. Moreover, the productivity of teachers in terms of physical facilities, grants, staff management, and learning environment was occasionally manifested. However, staff management and learning environment were rarely manifested. Teachers needed more staff development training to enhance productivity. Professional and personal development is necessary to be an effective facilitator of learning. A positive learning environment should be provided to the learners for maximum learning. There was a significant relationship between school organizational innovation and the productivity of teachers. The greater the availability of innovative teaching facilities, the higher the teachers' performance appraisal and job performance. School organizational innovation in teacher expertise development and resource application significantly influences the productivity of public elementary teachers.