Scholar: Vol. 10, No. 1 (2018)
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ItemEMPOWERING YOUTH: PROMOTING SUBJECTIVE WELL-BEING AMONG THAI ADOLESCENTS OF LOW SOCIOECONOMIC STATUS THROUGH POSITIVE PSYCHOLOGY INTERVENTIONThis quiz-experimental study examined the effectiveness of a 10-hour workshop-based intervention program that incorporated positive psychology strategies. Participants in the study included 72 Thai adolescents age 14 to 17 years with low socioeconomic status from four Fai-Fah centers, two of which were randomly assigned to one of two experimental conditions: (1) the Positive Empowerment for Adolescents (PEA) group or (2) the expressive writing and reading control group. PEA is a series of positive psychology interventions including character strength enhancement, goal setting, problem solving skills, and gratitude journaling and letter writing. Data were collected on participants at pre-and-post intervention including self-report measures of life satisfaction, positive affect ratio, self-efficacy, and perceived social support, by using Brief Multidimensional Students’ Life Satisfaction Scale (BMLSS), Positive and Negative Affect Schedule for Children (PANAS-C), Self-Efficacy Questionnaire for Children (SEQ-C), and Child and Adolescent Social Support Scale (CASSS) respectively. The results suggested that the PEA intervention program had a significant effect on the level of self-efficacy and perceived social support, although there were no significant effects on positive affect ratio. Surprisingly, the control group subjects showed a significantly higher level of life satisfaction than the experimental group. Integration of the expressive writing and reading found to be effective at raising life satisfaction from the control group, as well as elements of traditional Thai cultural practices such as meditation are recommended to help strengthen the PEA intervention program.
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ItemAN ETHICAL LEADERSHIP MODEL FOR ENHANCING MORAL EDUCATION IN THE DIOCESAN COLLEGES OF PALAI, KERALA, INDIA(Digital Production Press, Assumption University, 2018) Joseph Purayidathil ; Kanog-on RungrojngarmcharoenThe aim of this research was to develop an ethical leadership model for enhancing moral education in the diocesan colleges of Palai, Kerala, India. The researcher identified four specific objectives for this research. For accomplishing the first research objective, the researcher did the content analysis of 16 books and 114 articles directly related to the subject. These results were validated by twenty experts and from these results the instruments for the data collection for acquiring the second objective were developed. The data for second objective were collected by conducting in depth interviews with the administrators of the colleges and by using survey questionnaires for collecting data from the lecturers and the students. The results revealed the areas that needed improvements. The researcher, by making use of the ethical leadership theories and combining the results of the first and second research objectives, developed a new model for enhancing the moral education. The preliminary model was sent to 20 experts for their review. After having collected their suggestions, the researcher modified the model accordingly and thus the final model emerged. For accomplishing the fourth objective, a new curriculum was developed and the researcher implemented the new model for a period of three months in one of the colleges of the diocese of Palai. Pre-test and post-test were conducted. The results of the analysis of the data confirm that the new ethical leadership model for moral education is effective in terms of values, instructional strategies and moral assessment.
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ItemA comparative study of students' perception of community involvement according to their grade and family income at basic education high school Kwanthair Village, Chaungzon Township, Mon State, MyanmarThe primary purpose of this research study was to compare students’ perceptions of community involvement, according to their grade and family income, in Kwanthair Village High School, Chaungzon Township, Mon State, Myanmar. The study was conducted with grades 10 and 11, a total of 136 students, during the academic year 2016-2017. It was designed as a quantitative and comparative study. A questionnaire was used for data collection which was adopted from Rivera (2001) based on Epstein’s (1995) six types of framework of involvement. The questionnaire consisted of two parts: Part I investigated the participants’ grade and family income, and Part II compared students’ perceptions of community involvement. The data collected from the survey was analyzed by Descriptive Statistics, Frequency and Percentage, Mean and Standard Deviation, t-test and One-Way Analysis of Variance (ANOVA). Although the research finding results showed that there were no significant differences with students’ perceptions of community involvement, according to their grade and family income, students had positive views for continued community involvement in their education. The findings of this study could be helpful to administrators, teachers, parents and future researchers as to the importance of students’ perceptions of community involvement, and how it impacts on their achievement and educational performance.
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ItemA comparative study on the expected and actual service quality perceived by the students at Boarding Houses of St. Francis Xavier Sisters in Pathein Diocese, MyanmarThis study attempted to determine and compare the service quality of the St. Francis Xavier Sisters’ boarding houses as perceived by the students before they joined the boarding houses and while they were staying there. The objectives of this study were (1) to determine the students’ expected perception on service quality before they stay in Sisters’ Boarding Houses of Pathein Dioceses, Myanmar. (2) to determine the students’ actual perception on service quality while they stay in Sisters’ Boarding Houses of Pathein Dioceses, Myanmar. (3) to compare the students’ expected and actual perception towards service quality in Sisters’ Boarding Houses in Pathein Diocese, Myanmar. This study was conducted in ten boarding houses of St. Francis Xavier Sisters in Pathein Diocese, Myanmar. There were 225 boarding students from grade 8 to 11 got involved in this study. The researcher adopted the questionnaire based on Bashir et al. (2012) which aimed to signify the Service quality of five dimensions; namely tangibles, reliability, responsiveness, assurance and empathy at St. Francis Xavier Sisters’ boarding houses. The study found that the total and individual service quality of St. Francis Xavier Sisters’ boarding houses before they stayed and as they stayed there were high. And there was a significant difference between the expected and actual perception towards service management in Sisters’ Boarding Schools of Pathein Diocese, Myanmar. The researcher discussed on the findings and recommended to initiate a culture of continuous improvement for the boarding houses which must be allied to regular monitoring and evaluation.
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ItemTHE RELATIONSHIP BETWEEN TEACHERS’ PERCEPTION TOWARDS PRINCIPAL’S LEADERSHIP STYLE AND THEIR JOB SATISFACTION AT NO.1 BASIC EDUCATION MIDDLE SCHOOL IN YANGON, MYANMARThis study identified the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The research objectives were, (1) to identify principal’s leadership style, (2) to identify the level of teachers’ job satisfaction and, (3) to determine the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. In this research, there were 65 respondents, all full-time teachers from kindergarten to primary. The study reported the transformational leadership style, transactional leadership style, and demographic factors of teachers. This study found that teachers’ perception towards principal leadership style resulted as moderate, teachers’ job satisfaction level resulted as moderate and there is a significant relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The recommendations are (1) teachers should approach with different perception towards leadership style of their principal, (2) teachers should be more positive with challenges and decision-making, (3) principal should use more transformational leadership style. Further research should be conducted using other demographic factors of teachers at international school or private schools in Myanmar.
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ItemTHE RELATIONSHIP OF TEACHERS’ PERCEPTIONS TOWARDS THE PROFESSIONAL LEARNING COMMUNITY ACCORDING TO THEIR DEMOGRAPHIC FACTORS AT LAI ZA HIGH SCHOOL, KACHIN STATE, MYANMARThe purpose of this study was to determine the relationship of teachers’ perceptions towards the Professional Learning Community according to their demographic factors of age, educational background, teaching experience and training experience at Lai Za High School, Kachin State, Myanmar. Ninety full time teachers from Lai Za high school, participated in this study and the researcher identified the teachers’ demographic factors, and determined the relationships of teachers’ perceptions towards the Professional Learning Community in Lai Za high school. While the researcher hypothesized that there was a significant relationship between teachers’ perceptions towards the Professional Learning Community and their demographic factors the findings were inconclusive but provided some insights into why the relationship between these two factors are not significant. In order for PLCs to work in Lai Za High School, many of the problems currently facing the school will have to be addressed.
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ItemA comparative correlational study of grades six to eight students' perceptual learning style prefference and their learning achievement at Pan-Asia International School, ThailandThe purpose of this study was to investigate the perceptual learning styles of the grades six to eight middle school students in Pan-Asia International School located in Bangkok, Thailand. This study was also to determine the preferred learning styles of the students and compare those learning styles with the students’ learning achievement. The research was conducted from December 14 to 16, 2015 in the first semester of the 2015-2016 academic school year at Pan-Asia International School. In this study, Reid’s Perceptual Learning Styles Questionnaire was used as the primary source of data collection. The data collected from the questionnaire was analyzed by Percentage & Frequency, Means & Standard Deviations, One Way ANOVA and Pearson Product – Moment Correlation Coefficient. This study found that the participants preferred group learning style followed by mixed, kinesthetic, individual & auditory, tactile and visual learning styles. There was no significant difference between the grade six to eight middle school students’ learning achievement, according to their most preferred learning style. The results of this study demonstrated that the grades six to eight middle school students did favor group projects as their most preferred learning style. There was no relationship between learning styles and learning achievement. Teachers should be aware of what learning styles are and how students are predetermined to prefer their own unique learning styles. Any teacher has their own methods of classroom instruction. Some teachers are aware of learning styles and can use learning styles to help with classroom engagement and higher student learning achievement. It is recommended that Pan-Asia International School uses current data to plan future professional development and school-wide changes in teacher instruction to help create a learning environment that best supports students’ learning styles.
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ItemA comparative study of English language learners' perceptions towards traditional and sheltered instruction methods in middle and high school at Pan-Asia International School, ThailandThe primary purposes of this research were to investigate learners’ perceptions towards traditional and sheltered instruction methods of the grades 6, 8 and 9 middle and high school students in Pan-Asia International School, Thailand, and to determine whether there is any perceived difference between the two methods. This research was conducted from March 21st to June 3rd, 2016 in the final semester of the 2016 academic year. The sample for this study was comprised of 116 students enrolled at Pan-Asia International School in middle and high school (Grades 6, 8 and 9). In this study an adapted version of the Sheltered Instruction Observation Protocol (SIOP) questionnaire was used as the primary tool of data collection. The data collected from the questionnaire was analyzed by mean and standard deviation and a t-test (two-tailed). The study found that the students’ perception towards traditional instruction was positive in seven out of the eight components of the SIOP. Students’ perception towards sheltered instruction was found to be positive in all eight components of the SIOP. In conclusion then, the data from the questionnaire shows that the respondents as a whole, showed an overall positive perception towards traditional and sheltered instruction. The study showed a significant difference in the English Language Learner perceptions towards traditional and sheltered instruction methods in middle and high schools at Pan-Asia International School at a 0.05 significance level. Teachers should be made well aware of the sheltered instruction model and offered professional development to complement their range of instructional skills. This in turn should help to improve students’ academic achievement. The efficacy of the SIOP model would need to be researched in depth for a long period of time for any substantial evidence to be obtained. It is recommended that Pan-Asia International School uses this data to help plan future professional development for middle and high school teachers, and possibly eventual school-wide changes in teacher instruction.
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ItemTHE IMPACT OF SPIRITUAL WELL-BEING, CALLING, AND RELIGIOUS COPING ON BURNOUT, MEDIATED BY JOB STRESSORS, AMONG THAI PROTESTANT PASTORS(Digital Production Press, Assumption University, 2018) Wandee Wajanathawornchai ; Blauw, Jon NicholasThe present study attempted to investigate the direct and indirect influences of spiritual well-being, calling, and religious coping on burnout among Protestant Thai pastors, being mediated by job stressors. This investigation consisted of two parts (Study 1 and 2) which included the examination of the psychometric properties of five Thai-translated Western-based measures: The Clergy Spiritual Well-Being Scale (CSWS), the Calling and Vocation Questionnaire (CVQ), the Brief Religious Coping (Brief RCOPE), the Challenge and Hindrance Stressors Scale (CHSS), and the Francis Burnout Inventory (FBI). The participants consisted of 505 Thai Protestant pastors aged between 23 to 65 years, recruited from three major Christian church organizations in Thailand. The results revealed that (1) the five Thai-translated measures were psychometrically sound (reliable and valid); (2) both spiritual well-being and calling have direct influences on burnout; (3) only religious coping has an indirect influence on burnout, being mediated by job stressors; (4) the full path model which incorporated the hypothesized direct and indirect influences is a better representation of causal relationships among the variables than the indirect model.
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ItemTHE IMPACT OF NEGATIVE BEHAVIOR EVALUATIONS/GUILT AND NEGATIVE SELF EVALUATIONS/SHAME OF THAI UNDERGRADUATE STUDENTS IN BANGKOK ON THEIR PERSONAL GROWTH INITIATIVE BOTH DIRECTLY AND INDIRECTLY, BEING MEDIATED BY THEIR REPAIR AND WITHDRAWAL TENDENCIESResearchers have claimed that negative evaluation of one’s behavior or oneself after one has made a mistake can have a distinct negative or positive impact. After one has made a mistake, the Negative Behavior Evaluations or Guilt (NBEs/Guilt) emerges when one focuses on one’s action and the Negative Self Evaluations or Shame (NSEs/Shame) emerges when one focuses on one’s self. Correspondingly, the present study investigated the direct and indirect impact of NBEs/Guilt and NSEs/Shame on Personal Growth Initiative (PGI) which is an active, intentional engagement in the process of personal growth, being mediated by their repair and withdrawal tendencies among Thai undergraduate students in Bangkok. This quantitative research employed path analysis using survey questionnaires with 232 Thai participants obtained via convenience sampling (mean age was 22). The path analysis results indicated that NBEs/Guilt had both direct and indirect relationships with participants’ level of PGI mediated by repair tendencies, while NSEs/Shame only had a relationship with PGI when it was mediated by repair tendencies. Moreover, the result showed that the relationship between NBEs/Guilt and repair tendencies were significantly higher than the relationship between NSEs/Shame and repair tendencies. Lastly, NBEs/Guilt had a negative relationship with withdrawal tendencies while NSEs/Shame was positively correlated with withdrawal tendencies. The results suggest that in Thailand, a collective culture, NSEs/Shame can lead to PGI mediated through repair tendencies. However, since the relationship is much stronger for NBEs/Guilt to PGI, one should try and reduce NSEs/Shame and attempt to induce NBEs/Guilt as a response to one’s mistakes.
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ItemA comparative study on self-efficacy for performing learning inquiry tasks and attitudes toward learning chemistry through inquiry-based laboratories in Grades9-12 students at Concordian International School, Thailand(Digital Production Press, Assumption University, 2018) Pawinee Narueponjirakoon ; Suwattana EamoraphanThe purpose of conducting this research was to determine students’ self-efficacy as well as attitudes toward learning chemistry of middle and high school students before and after learned inquiry-based laboratories. The inquiry-based laboratory offered many benefits to students without difficulties of planning and performing laboratory for science classes. The inquiry-based laboratory process was comprised of developing a hypothesis, designing an experiment, and interpreting data. The attitudes toward learning chemistry were favorable views about laboratory skills, lectures, and real-world applications of the students. The students’ self-efficacy and attitudes toward learning chemistry were collected through valid and reliable survey called Student Perceptions in Chemistry Evaluation (SPiCE) created by Winkelmann, Baloga, Marcinkowski, Giannoulis, Anquandah, and Cohen (2014). Pre- and post-evaluations were given to grades 9-12 students (n=48) after finishing the pre-lab session and post-lab session respective. Results indicated no response on students’ self-efficacy and attitudes toward learning chemistry. Discussions of what factors might affect the results were presented along with recommendations for teachers and future researchers.
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ItemTHE INFLUENCE OF GENDER, SELF-ESTEEM, AND COMPUTER SELF-EFFICACY ON THE INTERNET USAGE PATTERNS OF SELECTED HIGH SCHOOL STUDENTS IN BANGKOKThe current study attempted to examine the influence of gender, self-esteem, and computer self-efficacy on the Internet usage patterns of high school students in Bangkok, aged between 13 and 19 years who have access to the Internet for social and academic purposes. Reliability analysis was conducted on the self-esteem and computer self-efficacy scales for the purpose of maximizing the internal consistency of these two measures. MANOVA was conducted to test for gender differences in the variables of self-esteem and computer self-efficacy and the three Internet usage patterns of number of hours of computer use at home, hours spent on the Internet at home, and hours of computer use at school. The results indicated that: (1) female participants reported spending more time using the computer at home and at school than their male counterparts, whereas the male participants reported spending more time on the Internet at home than their female counterparts. (2) MANOVA results indicated that there was no overall gender effect for all variables of this study, namely: Internet usage patterns, self-esteem, and computer self-efficacy. (3) To test the impact of the male and female participants’ levels of self-esteem and computer self-efficacy on the number of hours of computer use at home, Internet at home, and the hours of computer use at school, multiple regression analysis was conducted for the male and female participants. The results showed that for both the male and female participants, levels of self-esteem and computer self-efficacy were not significantly related to their Internet usage pattern.
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ItemA comparative study of students' self-efficacy for the use of educational technology according to their demographics in the MBA fast track program at the Graduate School of Business, Assumption University of ThailandThis study aimed to identify and compare students’ self-efficacy for the use of educational technology according to their demographics of 215 students from semester 1/2015, 2/2015 and 3/2015 in the MBA Fast Track Program at the Graduate School of Business, Assumption University of Thailand. The study was conducted in academic year 2015. The study used quantitative and comparative research methodologies. This study had three objectives. The first objective was to identify the students’ demographics, the second objective was to identify students’ self-efficacy for the use of educational technology and the third objective was to compare students’ self-efficacy for the use of educational technology according to their demographics in the MBA Fast Track Program. The researcher used a questionnaire survey based on Bandura’s Self-efficacy theory to address students’ self-efficacy for the use of Educational Technology to the MBA Fast Track Program’s students at the Graduate School of Business, Assumption University of Thailand. This research concluded that there were no significant differences of students’ self-efficacy for the use of educational according to their demographics in the MBA Fast Track Program at the Graduate School of Business, Assumption University of Thailand.
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ItemA STUDY OF TEACHERS’ SELF-PERCEIVED EMOTIONAL INTELLIGENCE WITH THEIR DEMOGRAPHIC PROFILES IN PINYA SANYAE INSTITUTE OF EDUCATION, YANGON, MYANMARThis correlational study examined the relationship of the overall teachers’ self-perceived Emotional Intelligence and its sub-skills (Self-Awareness, Self-Management, Social Awareness and Relationship Management) with their demographic profiles (age, educational background and working experience) at Pinya Sanyae Institute of Education, Yangon, Myanmar. To meet this study’s objectives, all 60 teachers who are currently working Pinya Sanyae Institute of Education were given a survey questionnaire to complete an Emotional Intelligence Appraisal which was used to measure teachers’ emotional intelligence. The researcher constructed questions which aimed to depict the demographic profiles of each participant, then the data was analyzed using Descriptive Statistics (Frequency and Percentage, Mean and Standard Deviation) and Pearson Product Moment Correlation Coefficient. The study found that teachers’ Emotional Intelligence in Pinya Sanyae Institute of Education was “Below Average”. There was no significant relationship between the overall teachers’ self-perceived Emotional Intelligence and their age, educational background and working experience in Pinya Sanyae Institute of Education, Yangon, Myanmar. Similarly, no relationship was found between teachers’ Self-Awareness, Self-Management, their age and educational background. However, there was a significant relationship between Self-Awareness, Self-Management, and their working experience in this school. In addition, Social Awareness and Relationship Management had no relationship with their age, educational background and working experience in Pinya Sanyae Institute of Education, Yangon, Myanmar.
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ItemA COMPARATIVE STUDY OF TEACHERS’ ATTITUDES TOWARDS INCLUSION OF CHILDREN WITH SPECIAL NEEDS ACCORDING TO GENDER, NATIONALITY AND TEACHING EXPERIENCE AT THREE SCHOOLS IN BANGKOK, THAILANDThe purpose of this study is to find out about the attitude of teachers towards inclusion of children with special educational needs according to demographics at three schools in Bangkok. The objectives of this research are (a) To identify the level of teachers’ attitudes towards inclusion of children with special educational needs according to gender, nationality and teaching experience at three schools in Bangkok, Thailand (b) To compare the significant difference of teachers’ attitudes towards inclusion of children with special educational needs according to demographics at three schools in Bangkok, Thailand. The study was conducted using a survey at three schools in Bangkok. The researcher studied teachers attitude towards the topic at hand under five subscales, teachers’ understanding of general philosophy of IE; classroom behaviour of students with disabilities; classroom management; impact of inclusion on academic and social growth of students with disabilities; and teachers’ perceived ability to teach students with disabilities, according to demographics. Analysis of the data showed that the teachers attitude towards the five subscales, were positive with the highest positive attitude towards impact of inclusion on academic and social growth of students with disabilities and the lowest positive attitude towards and teachers’ perceived ability to teach students with disabilities. The analysis of the t-test showed the p value to be more than 0.05 for the effects of gender and teaching experience, which led to the conclusion of no significant difference in the teachers’ attitude towards the five subscales according to gender and teaching experience. The analysis of from the t-test that compared the nationality’s influence on teachers’ attitude towards IE program, showed a p value of less than 0.05 for the attitude towards teachers’ understanding of general philosophy of IE and classroom behaviour of students with disabilities, which led to the conclusion of a significant difference in the teachers’ attitude towards the 1st and 2nd variable with teachers of Asian descent had a more positive attitude towards the understanding of general philosophy of IE and while the results showed that teachers of non- Asian descent had a more favourable attitude towards classroom behaviour of students with disabilities. The P value of the t test of the other variables mentioned above was more than 0.05 which led to a conclusion of no significant difference in teachers’ attitude towards the variables according to teaching experience. Further research can be done on the influence of nationality on the teachers’ attitude towards the IE program.
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ItemFACEBOOK USE, APPEARANCE COMPARISON, BODY DISSATISFACION, AND SELF-ESTEEM IN THAI FEMALE FACEBOOK USERSIt is well known that social media such as Facebook has gained popularity in recent years with its unique features facilitating communication among people from every part of the world. It can be the free space of self-presentation where users portray their flattering images through well-selected posts. Using correlational research design, this study aims to investigate the direct and indirect relationship between Facebook use, appearance comparison, body dissatisfaction, and self-esteem. Thai female Facebook users (n=171) aged between 20-74 years who subscribe the official page of six biggest provinces of Thailand (Bangkok, Chiang Mai, Nakhon Ratchasima, Nakhon Si Thammarat, Kanchanaburi, and Chonburi) participated in online survey distributed via Facebook messenger. The result from statistical analysis shows that there is no direct relationship between Facebook use, body dissatisfaction and self-esteem. However, the findings indicated that such relationship is mediated by appearance comparison. This means while Thai women are using Facebook, they make appearance comparison on the site, and, thus, their body dissatisfaction increases whereas self-esteem decreases. The findings can be beneficial for Thai people in both research and practice areas. Future research should be conducted to better understand this relationship and to explore it in different populations or other social media platforms.
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ItemA comparative study of teacher self-assessment on teacher quality among demographic factors in Saint Gabriel Foundation's SchoolsThe challenge of the globalization that enhances the students to face a huge competition in their future means that the teachers have an important role to prepare students’ readiness for this challenge. Therefore, the researcher intended to seek an international assessment to evaluate the teacher quality in terms of self-development. The main purposes of this study are to examine the level of teacher quality which was obtained from the teachers’ self-assessment on teacher quality relative to the teachers’ demographic factors and to compare the differences of teacher self-assessment on teacher quality according to gender, nationality and year of experience of teaching. The participants of this study were 324 out of 461, teachers from Assumption College School and Saint Gabriel College. The researcher selected Self-assessment Instrument for Teacher Evaluation II (SITE II) to be used as an instrument which contains five factors as follows; subject matter knowledge, instructional planning, and strategies assessment, learning environment and communication. The results of this research can be stated that the overall teachers have high level of teacher quality. Further, there was no significant difference in the teacher quality based on gender and year of experience of teaching. However, the results show a significant difference between Thai and Non-Thai teachers. In addition, recommendations for teachers, school administrators, and further study have also been provided.
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ItemThe relationship of teachers' perception towards leadership capacity and organizational culture in the Marianists Schools, IndiaThe main purpose of this research study was to determine the relationship between teachers’ perceptions towards leadership capacity and organizational culture in the Marianists schools, India. The study was conducted to survey all the teachers from the selected 7 schools manage by the Marianists in India during the academic year 2016-2017. In this study, the research instrument for Part II investigated the teachers’ perception on leadership capacity was adapted from Pierce (2007) based on Lambert (2003) Leadership Capacity School Survey (LCSS) and questionnaire Part III measured the teachers’ perception for organizational culture adopted from Gruenert and Valentine’s (1998) School Culture Survey (SCS). The collected data from the survey re analyzed by Descriptive Statistics, Frequency and Percentage, Mean and Standard Deviation and Pearson Product Moment Correlation Coefficient. The study results showed that there was significant relationship between teachers’ perceptions towards leadership capacity and organizational culture. In order for the school improvement and sustenance, teachers and administrators from 7 Marianists schools in India are recommended to find out ways to create more opportunities for the teachers for sharing ideas, having frequent discussion, help each other in making lesion plans and collaboration in preparing school vision and mission to improve leadership capacity and organizational culture in their schools. Teachers should also pay attention on students’ achievement by giving more attention to each student.