Institutional Politics and Educational Authenticity of Teachers in Public Elementary Schools
Year: 2025
Type: article
Study design: Observational Study
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.
Authors: Liezl Macahine, Josephine B. Baguio
Institution: Rizal Memorial Colleges
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4414525188
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