Level of school culture practices in relation to school innovativeness of public elementary school in the City Division of Balanga : inputs on entrepreneurial leadership plan [manuscript] / Norma Blanco Rico.

The researcher used a quantitative - descriptive correlational in nature. This study aimed to. The study examined the relationship between the school culture practices of elementary schools in the City Division of Balanga in relation to their extent of school innovativeness. Findings from this study may serve its inputs to entrepreneurial leadership plan. The findings in assessing the level school culture practices revealed evidence with a mean vale of 2.80 and standard deviation of .697. Market and Clan Culture found out evident with a mean value of 2.99 and standard deviation of .667. Likewise, new courses of action and many activities were not considered innovative because of incoherence to school entrepreneurship. It was found out all indicators of school culture practices in terms of age, highest educational attainment, length of experience and academic rank, are accepted. The F value and significance value of age‟ clan culture is (F=.729;p>.573), adhocracy culture is (F=.582;p>.676), market culture is (F=.530;p>.714), and hierarchy culture is (F=1.797;p>.129). In terms of highest educational attainment, clan culture is (F=.625;p>.680), adhocracy culture is (F=.234;p>.948), market culture is (F=1.115;p>.352), and hierarchy culture is (F=.342;p>.887). Also, in terms of length of teaching experience, clan culture is (F=1.196;p>.311), adhocracy culture is (F=.841;p>.521), market culture is (F=1.1663;p>.143), and hierarchy culture is (F=.338;p>.857). In terms of Academic rank, clan culture is (F=1.201;p>.980), adhocracy culture is (F=.877;p>.765), market culture is (F=654;p>.333), and hierarchy culture is (F=.342;p>.456). On the other hand, the t-value and significance value of sex‟ clan culture is (t=1.178;p>.76) adhocracy culture is (t=.481;p>..631), market culture is (t=.644;p>.520), and hierarchy culture is (t=.276;p>.782). It was found out that all indicators of school innovativeness in terms of age, highest educational attainment, length of experience and academic rank are accepted. The F-value and significance value of age is (F= -1.178;p>.076), highest educational attainment is (F= -.644;p>.520), and academic rank is (F= -.276;p>.782). It is shown in the table that all indicators of school innovativeness in terms of sex is accepted. The t value and significance value of sex‟ is (t= 1.304;p>.176). It is shown in the table that all indicators of the school culture practices are significantly related but interpreted weak considering their r-value and significance value of clan culture is ( r=.371;p>.000), adhocracy culture is( r=.291;p>.010), market culture is ( r=.315;p>.000), and hierarchy culture is ( r=.905;p>.002). The results revealed that all indicator of school culture practices are considered as determinants of the school innovativeness except hierarchy culture when its significance value is lesser than 0.01 level of significance, clan culture (t=15.467;sig.>.000), adhocracy culture (t=6.65;sig.>.000), and market culture (t=5.94;sig.>.001). This table provides the R and R2 values. The R value represents the simple correlation and is for clan future ( r=.425), adhocracy culture ( r=.473), market culture (r=.495 and hierarchy culture (r=.505) which indicates a high degree of correlation. This pertains to the educational organization of people in achieving a common goal using proactive entrepreneurial behavior by optimizing risk, innovating to take advantage of opportunities, taking personal responsibility and managing change within a dynamic environment for the benefit of an organization. Its aim is to cultivate entrepreneurial individuals like teachers and principals and teams like students and their parents that fully leverage their creative potential in creating value of organization. Entrepreneurial leadership does this by employing leadership practices that develop the ability in employees to self-generate, self reflect, and self=correct in their workplace. The school culture practices and school innovativeness among public elementary schools in the City of Balanga should sustained in order to assert its capabilities to ensure school entrepreneurship in their institutions. Inputs on the proposed entrepreneurial leadership plan should be further tested and evaluated. This may possible be considered in coming with new measures on how school culture practices and school innovativeness could be further studied to explore it entrepreneurial scheme.