This study had examined the School Culture Putting Humanistic Education into Practice: A Framework for 21st Century Learning in the Selected Schools of Lopez East District, Division of Quezon, School Year 2017-2018. Specifically, it sought to answer the following questions: 1. What is the status of the organizational climate of the school along teachers and teachers’ relationships, teachers and administrators’ relationship, teachers and students’ relationships, and teachers and Administrators’ community relation?; 2. What is the level of social competence of teachers in terms of establishing rapport, handling conflict resolution in school setting, and promoting healthy learning environment?; 3. What are the significant characteristics of the school personnel in an organization in terms of six aspects of organizational climate, and characteristics of a workplace in an organization?; 4. Is there a significant difference on respondents’ perceptions of organizational climate of the school?; 5. Is there a significant difference on the level of social competence of teachers?; and 6. What pointers can be made to foster a positive school culture?
Key Words: school culture, humanistic education
Findings
Based on the findings, the status of the organizational climate of the school along teachers and teachers’ relationships, teachers and administrators’ relationship, teachers and students’ relationships, and teachers and Administrators’ community relation was very much agreed by most of the respondents while the level of social competence of teachers in terms of establishing rapport, handling conflict resolution in school setting, and promoting healthy learning environment was also strongly agreed by most of them. Moreover, the significant characteristics of the school personnel in an organization in terms of six aspects of organizational climate, and characteristics of a workplace in an organization were highly manifested in the respondents. Finally, educators played a vital role in developing an environment that is conducive to learning, resulting in students who are competent, confident and compassionate.
Conclusion
The teachers work collaboratively with other school personnel and regarded as the most authoritative means to inform the students about the level of his or her performance and to reinforce correct performance. Teachers integrate cognitive restructuring + relaxation training + problem solving + social skills training among the students and have active involvement in the community. They also learn to establish rapport within the organization, learn to handle conflict and solutions to the problems in the school, and show concerns of all activities involving the academic and no-academic matters.
Recommendation
Every teacher must share much about them, use an expanded pool of resources and knowledge, and frequently share ideas and suggestions that can lead to change in the other teacher's practice. Teachers and school heads should increase external professional networking with other teachers, schools, programs, and restructuring associations, share resources and supplies, planning cooperatively, and developing a "common sense of accomplishment" and a strong sense of efficacy. They should practice an open climate, free flow of communication, clarity of goals, goals should be realistic and tangible and full cooperation of teachers and their participation in decision-making. They should also regularly seek ideas from seminars, colleagues, conferences, and in service workshops, and handle the problem within the level of teachers only.