Organizational Culture and Administrative Practices in Public Secondary Schools: A Case Study in Manggithan National High School

Abstract

This study examines how organizational culture shapes and is shaped by administrative practices in a Philippine public secondary school, focusing on the lived experiences of a School Property Custodian. Anchored in organizational culture theory and public sector management, the research explores how shared values, norms, and routines influence asset management, compliance, and service delivery. A qualitative case study design was employed. Data were gathered through semi-structured interviews, workplace observations, and document analysis (e.g., inventory records, property forms, and maintenance logs). Using Braun and Clarke’s (2006) thematic analysis, four themes emerged: (1) Norms of Accountability and Stewardship, (2) Collaborative Routines and Informal Coordination, (3) Compliance Pressures and Procedural Rigor, and (4) Resource Constraints and Adaptive Practices. Findings indicate that a culture of accountability and collegial support enables effective property management despite systemic limitations. However, heavy documentation requirements, limited materials, and infrastructure gaps challenge consistency and efficiency. The study highlights the central yet underexplored role of non-teaching personnel in sustaining school operations. Recommendations include strengthening capacity building for custodians, streamlining procedures, enhancing resource allocation, and reinforcing supportive leadership practices. The study contributes context-specific insights into organizational culture in public schools and underscores the need for aligned policy and practice.

Keywords: organizational culture, administrative practices, property management, public secondary school, Philippines

Introduction

Organizational culture defined as the shared values, beliefs, and practices that guide behavior within an institution plays a critical role in shaping administrative effectiveness in schools (Schein, 2010). In public secondary schools, culture is expressed through daily routines, compliance practices, collaboration patterns, and decision-making processes that collectively influence service delivery. While educational research has predominantly focused on teaching and learning, the administrative backbone particularly non-teaching personnel remains underexamined despite its importance to school functionality.

School Property Custodians are responsible for inventory control, asset safeguarding, maintenance coordination, and compliance with government procedures. These responsibilities are embedded in a regulatory environment that requires accuracy, transparency, and timeliness. The effectiveness of such functions is not only a matter of technical competence but also of organizational culture how accountability is practiced, how collaboration occurs, and how rules are interpreted and enacted (Denison, 1990).

In the Philippine context, public schools operate under structured bureaucratic systems with varying levels of resource availability. Administrative personnel must navigate documentation demands, audit requirements, and coordination with internal and external stakeholders. Studies suggest that supportive cultures characterized by trust, clarity of roles, and shared responsibility enhance organizational performance, while resource constraints and role ambiguity can impede it (Deal & Kennedy, 2000; Hofstede et al., 2010).

This study addresses the gap by examining how organizational culture influences administrative practices from the perspective of a School Property Custodian. Specifically, it aims to: (1) describe prevailing cultural norms and values in administrative work, (2) analyze how these shape property management practices, and (3) identify challenges and adaptive strategies within the school context.