2026 IJRSE – Volume 15 Issue 2
Available Online: 22 February 2026
Author/s:
Bernardo, Ismael*
Nueva Vizcaya State University, Philippines (ismael.bernardo001@deped.gov.ph)
Ocampo, Imelda S.
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the prevailing organizational climate of public elementary schools in Aritao I District and its influence on the innovative work behavior (IWB) of 95 teachers during the 2025–2026 academic year. Utilizing a quantitative, descriptive-correlational research design, data were collected through validated and reliable survey instruments and analyzed using mean computations and Spearman’s rank correlation at a 0.05 significance level. The study aimed to determine teachers’ perceptions of organizational climate—covering supportive, directive, and restrictive principal behaviors, as well as collegial, intimate, and disengaged teacher behaviors—and their perceptions of IWB, including idea generation, promotion, implementation, continuous improvement, and knowledge sharing. Findings revealed that respondents generally perceived a very good organizational climate (X̄=3.84), with Intimate Teacher Behavior (X̄=4.82) and Supportive Principal Behavior (X̄=4.69) scoring highest, reflecting trust, collaboration, and encouragement. Teachers’ innovative work behavior was also rated very good (X̄=3.77), with Idea Implementation and Resourcefulness (X̄=3.80) scoring highest, indicating strong adaptability and problem-solving skills. The Spearman correlation coefficient (rho=0.124, p=0.2302) indicated a weak, non-significant positive relationship between organizational climate and IWB, suggesting that other factors may influence innovation. Based on the findings, a teacher training design was developed to enhance both organizational climate and IWB by promoting leadership support, collegial collaboration, creative risk-taking, reflective practice, and knowledge sharing. The study underscores the importance of supportive school environments while highlighting targeted interventions to foster sustained teacher innovation and professional growth.
Keywords: innovative work behavior, organizational climate, management intervention
DOI: https://doi.org/10.5861/ijrse.2026.26064
Cite this article:
Bernardo, I., Ocampo, I. S., & Agustin, A. A. (2026). Teachers’ innovative work behavior and organizational climate: Evidence from public elementary schools in Aritao I District. International Journal of Research Studies in Education, 15(2), 287-299. https://doi.org/10.5861/ijrse.2026.26064
* Corresponding Author