2026 IJRSE – Volume 15 Issue 5
Available Online: 9 March 2026
Author/s:
Contero, Jesser Q.
Department of Education-SDO Nueva Vizcaya, Philippines
Eugenio, Marianne C.*
Nueva Vizcaya State University, Philippines
Abstract:
This study assessed the organizational learning and innovation practices of 80 public elementary schools in the Sta. Fe District for the academic year 2025–2026. Organizational learning was examined across four dimensions—intuition, interpretation, integration, and institutionalization—reflecting how knowledge is generated, interpreted, shared, and embedded within schools. Organizational innovation was assessed in six areas, including knowledge acquisition and sharing, collaborative innovation culture, leadership support, curriculum and instructional innovation, structural and operational flexibility, and continuous improvement and evaluation. A quantitative descriptive-correlational design was employed, with respondents selected through stratified sampling and a sample size determined via Slovin’s formula. Data were collected using validated questionnaires on a five-point Likert scale and analyzed using mean scores and Spearman rank correlation at a 0.05 significance level. Findings revealed that organizational learning was highly evident (grand mean = 3.84, Very Good), with intuition scoring highest, while innovation practices were also strong (grand mean = 4.78, Very Good), particularly in collaborative culture and knowledge sharing. A very strong positive relationship (ρ = 0.906, p = 0.001) was observed between organizational learning and innovation, with integration and institutionalization showing the strongest correlations. Identified gaps included reflective practice, team problem-solving, leadership engagement, data-driven decision-making, and systematic evaluation. The study concludes that fostering integrated and institutionalized learning significantly enhances innovation in teaching and school operations. Recommendations include targeted professional development, leadership engagement, structured innovation mechanisms, and capacity-building initiatives. Future research may explore additional variables such as teacher demographics, professional experience, and organizational culture to further refine theoretical models and interventions supporting sustainable, collaborative, and innovation-driven school practices.
Keywords: educational administration intervention, organizational innovation practices, organizational learning practices
DOI: https://doi.org/10.5861/ijrse.2026.26098
Cite this article:
Contero, J. Q., & Eugenio, M. C. (2026). Organizational learning and innovation practices of elementary schools in Sta Fe district: Basis for management intervention development. International Journal of Research Studies in Education, 15(5), 47-60. https://doi.org/10.5861/ijrse.2026.26098
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