📄 Abstract
This study examined administrative decision-making involvement and organizational behavior among public secondary school teachers in Cluster 14, Davao City, using a convergent mixed methods design. The quantitative component employed a descriptive-correlational approach involving 202 teachers selected through simple random sampling from an estimated population of 408. The qualitative component involved 10 purposively selected teachers, with the manuscript presenting accounts from in-depth interviews and focus group discussions. Survey questionnaires measured participation in committee work, policy development, strategic planning, and curriculum design, alongside suppression, caring, and repressive behaviors. The appended pilot results reported Cronbach’s alpha coefficients of .899 and .931 for the two questionnaires. Administrative decision-making involvement was extensive overall (M = 4.07), with strategic planning receiving the highest mean (M = 4.30). Caring, suppression, and repressive behaviors were also rated extensive. Overall decision-making involvement was positively associated with the reported organizational-behavior composite (r = .325, p < .001). Five qualitative themes described empowerment, teacher voice, positive relationships, commitment, and leadership transparency. Integration revealed agreement concerning participation and collaboration, alongside unresolved differences between positive interview accounts and frequent suppression and repressive behaviors. The findings support strengthening meaningful teacher participation and safe opportunities to express concerns, while clarifying the interpretation of the organizational-behavior composite.
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📚 How to Cite:
Grace A. Abella , IMPACT OF ADMINISTRATIVE DECISION-MAKING INVOLVEMENT ON ORGANIZATIONAL BEHAVIOR OF TEACHERS: A CONVERGENT DESIGN , Volume 13 , Issue 10, October 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 14 - 18 ,