Abstract
School Organizations are consciously and highly organized system that comprises teachers with varied interests, needs, orientation and preparation. Through these various interests among the school members, organizations have to pave the way for effective behavior to achieve their desired goals and objectives. This study attempted to ascertain the relationship between organizational behaviors and teachers' competence. Indicators in teachers organizational key behavior are Communication, Judgement and Decision Making, Leadership, Teamwork were all perceived high, while there is only one indicator - Creativity - with meaning “identifying and visualizing options and formulating innovative approaches” was perceived as very high (M = 4.25, SD = 0.97). The Teachers' level of instructional competence constituted a verbal interpretation of “Good” for all its components and indicators. Furthermore, only four indicators showed significant relationships which were Instructional Process and Communication X^2 (1, N = 143) = 37.27, p < 0.05 V_Cramer = 0.51, Professionalism and Communication X^2 (1, N = 143) = 5.324, p < 0.05 V_Cramer = 0.19, Planning and Leadership X^2 (1, N = 143) = 121.677, p < 0.05 V_Cramer = 0.922 and Assessment and Teamwork X^2 (1, N = 143) = 6.762, p < 0.05 V_Cramer = 0.217. Among these associations, it can be noted that a “near-perfect association” was drawn between planning and leadership which entails a very strong effect of each variable on one another. Thus, effective leaders were always equipped with strategic vision, mission, and goals.
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