Organizational Subsystems as Predictors of School Culture Among High School Teachers at Aldersgate College, Inc.: Basis For An Institutional Action Plan

This study examined organizational subsystems as predictors of school culture among high school teachers at Aldersgate College Incorporated (ACI) in Solano, Nueva Vizcaya. Grounded in Organizational Systems Theory, School Culture Theory, and Transformational Leadership Theory, it aimed to determine the level of organizational subsystems and school culture, explore their relationships with demographic variables, identify significant predictors, and develop an evidence-based Institutional Action Plan. The study employed a quantitative descriptive-correlational design with a predictive component. Data were collected from high school teachers using a researcher-developed questionnaire adapted from established instruments, complemented by an open-ended item to capture qualitative insights. Statistical treatments included measures of central tendency, nonparametric tests, correlation analysis, and regression analysis. Findings revealed that organizational subsystems were generally perceived at a very high level, with the spiritual subsystem rated highest, while the economic and political subsystems were comparatively lower yet still high. School culture was likewise rated very high, with supportive leadership emerging as the strongest dimension and teacher participation in decision-making as the least emphasized. No significant differences were observed across demographic variables. Significant positive relationships were found between school culture and the cultural, economic, political, and social subsystems, while the spiritual subsystem showed no significant association. Regression results indicated that organizational subsystems collectively influenced school culture, although no single subsystem independently predicted it. Thematic analysis highlighted collaboration, positive relationships, participation, shared goals, and institutional support as key elements. Based on the findings, an Institutional Action Plan anchored on the ACI School Culture Strengthening DARYL Framework (ACI-SCSDF) was proposed to strengthen identified areas and enhance participatory and supportive school practices.