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This study focused on the assessment of the organizational communication climate of Level II accredited CEAP tertiary institutions in Specifically, it sought to find out the: communication tools used by the Level II accredited tertiary schools along written communication, oral communication and cross communication; extent of practices of communication management system in level II accredited CEAP tertiary institutions along downward communication, upward communication and cross communication; extent of manifestations of organizational communication climate along human relations, internal process, open systems and rational goal. It also tried to look into the significant differences in the perceptions of the administration, academic staff and non-academic staff on the extent of practice of effective communication management system; significant differences in the perceived extent of practice of the aspects of effective communication management system; significant differences in the perceptions of the three groups of respondents on the extent of manifestation of organizational communication climate along human relations, internal process, open systems and rational goal; significant differences in the perceived organizational communication climate between and among the identified areas; and significant relationships between communication management system and organizational climate. Further, the study tried to identify the capabilities and constraints of Level II accredited CEAP Tertiary Institutions in Region 1. Finally, based on the results of the study, an Organizational Communication Model and proposed Policy Inputs for an effective organizational communication climate in the Level II accredited CEAP Tertiary Institutions in Region 1 were crafted and formulated. This study applied the descriptive method with comparative and correlational techniques. This study used questionnaire as data- gathering instrument. There were 420 respondents which include the administration, academic staff, and non- academic staff of the Level II accredited CEAP Tertiary Institutions in Region 1, namely: Divine Word College of Bangued, Bangued, Abra; Divine Word College of Laoag, Laoag, Ilocos Norte; Divine Word College of Vigan, Vigan, Ilocos Sur; Saint Louis College, San Fernando City, La Union; Saint Paul College of Vigan, Vigan, Ilocos Sur; and Virgen Milagrosa University Foundation of San Carlos City, Pangasinan. The data gathered was analyzed descriptively and inferentially. Frequency counts, percentages, ranking, weighted mean, F-test analysis and t-test analysis of variance, Pearson r and t-ratio test were the statistical tools used to treat the data descriptively and inferentially. The Data Analysis Excel Version 2007 was utilized to facilitate the computation/treatment of data. Based on the data gathered, the following are the salient findings of the study: The most commonly used communication tools in the Level Il accredited CEAP tertiary institutions in Region 1 were bulletin boards, memos, manuals, policies and postings for written communication; meetings, students' forum, employees' forum, conferences, in-service trainings, for oral communication; and smiling, nodding, tapping shoulders, waving, hugging/embracing for non verbal communication. The communication management system along downward, upward and cross communication was most of the time practiced by the Level II accredited CEAP tertiary institutions in Region 1. There existed significant differences in the perceptions between administration and academic staff, between administration and non-academic, and between academic and non-academic staff on the extent of practice of upward communication. There were no significant differences that existed in the perceptions among the respondents on the extent of practice of downward and cross communication. There existed significant differences in the perceived extent of practice of the aspects of communication management system. The extent of manifestation of the organizational communication climate along human relations, internal process, open systems and rational goal was high. There existed significant differences in the perceptions of the three groups of respondents on the extent of manifestation of organizational communication climate. There were significant differences in the perceptions of the three groups of respondents along human relations, open systems and rational goal. There existed significant differences in the perceived extent of manifestation of organizational communication climate between and among the identified areas. There existed significant relationships between communication management system and organizational communication climate. Generally, both the communication management system and organizational communication climate are capabilities of the CEAP Tertiary Institutions. An Organizational Communication Model and Policy Inputs for an effective organizational communication climate were proposed as academic contributions to the management of communication system in the Level II accredited CEAP Tertiary Institutions in Region 1. Based on the findings, the following conclusions were derived: The CEAP tertiary institutions have a variety of communication tools. The CEAP tertiary institutions effectively communicate. The manifestations of organizational communication climate are distinct. The respondents' perceptions on the extent of practice of the aspects of communication management system are varied. The organizational communication climate in the Level II CEAP Tertiary institutions in Region 1 is healthy. The respondents' perceptions on the manifestation of the aspects of organizational climate are relative. The Level II CEAP Tertiary institutions in Region 1 emphasize productivity and goal achievement. Communication Management System is dependent on Organizational Climate or vice-versa. The CEAP tertiary institutions possess the capability to create an effective organizational communication climate. The Organizational Communication Model and Guided by the conclusions, the researcher recommended that: The Level II CEAP tertiary institutions in Region 1 should adopt the policy inputs to create an effective organizational communication climate. The Level II CEAP tertiary institutions in Region 1 should prepare an action plan for the incorporation of the policy inputs to their communication management system. The Level II CEAP tertiary institutions in Region 1 should include in the evaluation tool for efficiency of teachers items for an effective organizational communication climate. Other researchers should undertake a study relative to the development of an effective organizational communication climate in a particular local or international collective unit like a department, division, team, club, religious groups, among government institutions and other social institutions to assess their organizational communication climate for better and higher productivity. |
