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The Relationship between Teachers’ Perceptions of Organizational Culture and School Capacity for Change

Year 2016, Volume: 6 Issue: 2, 39 - 59, 01.10.2016

Didem Koşar Ali Çağatay Kılınç Serkan Koşar Emre Er Zeki Öğdem

Abstract

The purpose of this study was to examine the relationship between organizational culture and school capacity for change. A total of 415 teachers employed in 20 primary schools in Kastamonu, Turkey participated in this study. The “School Capacity for Change Scale” and the “Organizational Culture Scale” were used to gather data. Mean, standard deviation, correlation, and regression analyses were performed to analyze the data. Results indicated that school capacity for change and school culture was positively and significantly correlated and that school capacity for change was a significant predictor of school culture. Results of the study were discussed with respect to improving teacher self-efficacy

Keywords

School capacity for change Organizational culture Teacher Primary school

References

  • Balcı, A. (2003). Örgütsel sosyalleşme: Kuram, strateji ve taktikler [Organizational socialization: Theory, strategy and tactics]. Ankara: Pegem A.
  • Balekoğlu, F. (1992). Liderlik teorilerindeki gelişmeler ve organizasyon kültürü ile ilişkileri [New trends on leadership theories and the relationships between these theories and organizational culture] (Unpublished master’s thesis). Istanbul University, Istanbul, Turkey.
  • Barth, R. (1990). Improving schools from within: Teachers, parents and principals can make difference. San Francisco: Jossey-Bass.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms. Computers & Education, 39(4), 395-414.
  • Benda, S. M. (2000). The effect of leadership styles on the disciplinary climate and culture of elementary schools (unpublished doctoral dissertation). The Widener University, Chester.
  • Burnes, B. (2009). Managing change. Essex: Pearson.
  • Çalık, T. (2003). Eğitimde stratejik planlama ve okulların stratejik planlama açısından nitel değerlendirilmesi [Strategic planning in education and the qualitative evaluation of the schools as regards to strategic planning]. Kastamonu Education Journal, 11(2), 251-268.
  • Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework (3rd ed.). San Francisco: Jossey-Bass.
  • Chang, S. E., & Lin, C. S. (2007). Exploring organizational culture for information security management. Industrial Management & Data Systems, 107(3), 438-458.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, B. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (2nd ed.). Ankara: Pegem Akademi.
  • Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. Alexandria, Virginia, USA: ASCD.
  • Dalin, P. (1998). School development. London: Continuum.
  • Deal, T. E., & Kennedy, A. A. (1982). Corporate cultures: The rites and rituals of corporate life. Reading, MA: Addison-Wesley.
  • Deal, T., & Kennedy, A. (2000). The new corporate cultures: Revitalizing the workplace after downsizing, mergers, and reengineering. London-New York: TEXERE.
  • Er, E. (2013). İlköğretim okulu öğretmenlerinin algılarına göre okulun değişme açıklığı ile değişim kapasitesi arasındaki ilişkinin incelenmesi [Examining the relationships between primary school teachers' perceptions on school openness to change and school change capacity]. (unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29.
  • Floyd, P. (2002). Organizational change. Oxford: Capstone.
  • Frost, P. J., Moore, L. F., Louis, M. R., Lundberg, C. C., & Martin, J. (1985). Organizational culture (1sted.). USA: SAGE.
  • Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12- 17.
  • Fullan, M. (1999). Change forces the sequel. Routledge Falmer: London.
  • Fullan, M. (2007). The new meaning of educational change. Amsterdam: Teachers College.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Goh, S. C., Cousins, J. B., & Elliott, C. (2006). Organizational learning capacity, evaluative inquiry and readiness for change in schools: Views and perceptions of educators. Journal of Educational Change, 7(4), 289-318.
  • Handy, C. (1995). Süper yönetim [Superb management] (S. Hatay, Trans.). Istanbul, Turkey: İlgi.
  • Handy, C. B. (1981). Understanding organizations (2nd ed.). London: Hazell Watson & Viney.
  • Hannay, L. M., Smeltzer-Erb, C., & Ross, J. A. (2001). Building change capacity within secondary schools through goal-driven and living organizations. School Leadership & Management 21(3), 271-287.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell.
  • Harris, A. (2002). School improvement: What is in it for schools? London: Routledge Falmer.
  • Harris, A., & Hopkins, D. (2000). Introduction to special feature: Alternative perspectives on school improvement. School Leadership & Management, 20(1), 9-14.
  • Harrison, R. (1972). Understanding your organization’s character. Harvard Business Review, 50(23), 119-128.
  • Healthfield, S. M. (2008). How to understand your current culture. Retrieved from http://humanresources.about.com/od/organizationalculture/a/culture_create.htm
  • Hersey, H., & Blanchard, K. (1982). Management of organizational behavior: Utilizing human resources. New Jersey: Prentice-Hall.
  • Hinde, E. (2003). Reflections on reform: A former teacher looks at school change and the factors that shape it. Retrieved from http://tla.gmu.edu/module2/hinde.htmon
  • Hofstede, G. (1997). Cultures and organizations (2nd ed.). USA: McGraw-Hill.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). USA: SAGE.
  • Hopkins, D. (2001). School improvement for real. London: Routledge.
  • Hopkins, D. (2007). Every school a great school: Realizing the potential of system leadership. Berkshire: Open University.
  • Hoy, W. K. (2003). An analysis of enabling and mindful school structures. Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87- 108.
  • Hoy, W. K., & Miskel, C. G. (1991). Educational administration. Boston: McGraw-Hill
  • Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and nature of enabling school structure. Educational Administration Quarterly, 37, 296-321.
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate (1st ed.). Newbury Park: SAGE.
  • Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26, 267-277.
  • Kets de Vries, M. F. R., & Miller, D. (1986). Personality, culture, and organization. Academy of Management Review, 11(2), 266-279.
  • Kılınç, A. Ç. (2014). Öğretmen profesyonelizminin bir yordayıcısı olarak okul kültürü [School culture as a predictor of teacher professionalism]. Education & Science, 39(174), 105-118.
  • Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67(2), 227-266.
  • Kono, T. (1992). Long-range planning of Japanese corporations. Berlin-New York: Walter de Gruyter.
  • Koşar, D., & Yalçınkaya, M. (2013). Öğretmenlerin örgütsel vatandaşlık davranışlarının yordayıcıları olarak örgüt kültürü ve örgütsel güven [Organizational culture and organizational trust as predictors of teachers’ organizational citizenship behaviors]. Educational Administration: Theory and Practice, 19(4), 603-627.
  • Koşar, S. (2008). İlköğretim okulu yöneticilerinin yönetimde gücü kullanma stilleri ile örgüt kültürü arasındaki ilişki [The relationships between primary school supervisors’ styles of using power in management and organizational culture] (unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Koşar, S., & Çalık, T. (2011). Okul yöneticilerinin yönetimde gücü kullanma stilleri ile örgüt kültürü arasındaki ilişki [The relationship between primary school administrators’ styles of using power in management and organizational culture]. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Lashway, L. (1997). Leading with vision. Eugene, Oregon: Clearinghouse on educational management.
  • Levin, B. (2008). These may be good times: An argument that things are getting better. In C. Sugrue (Ed.), The future of educational change (pp. 34-47). Abingdon: Routledge.
  • Lezotte, L. W. (2005). More effective schools: Professional learning communities in action. In R. Dufour, R. Eaker, & R. Dufour (Eds.), On common ground: The power of professional learning communities (pp. 177-193). Bloomington: Solution Tree.
  • Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Innovating and evaluating science education forum.
  • Lim, B. (1995). Examining the organizational culture and organizational performance link. Leadership & Organization Development Journal, 16(5), 16-21.
  • Miller, B. P. (2001). Leadership, organizational culture, and managing change: a case study of North Carolina’s Johnston Community College (unpublished doctoral dissertation). North Carolina State University, Raleigh.
  • Moos, L., Johansson, O., & Day, C. (2011). How school principals sustain success over time. Nottingham: Springer.
  • Morgan, G. (2006). Images of organization. USA: SAGE.
  • Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in UK. Teaching and Teacher Education, 22(8), 961-972.
  • Neumann, D. M. (1997). Determining organizational culture impacts on choice of influence tactics (unpublished doctoral dissertation). Nova Southeastern University, Florida.
  • Özdemir, S. (2000). Organizational innovation in education. Ankara, Turkey: Pegem A.
  • Özdemir, S. (2012). The relationship between school culture and organizational health in primary schools. Educational Administration: Theory and Practice, 18(4), 599-620.
  • Özsoy, E. (2005). Örgüt geliştirmede örgüt kültürünün önemi [Importance of organization culture in developing organization] (unpublished master’s thesis). Marmara University, Istanbul, Turkey.
  • Parsley, D. (2011). Creating the organizational conditions that enable and support a shared approach to leading school change (unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3474967)
  • Pheysey, D. C. (1993). Organizational cultures: Types and transformations (1st ed.). London: Routledge.
  • Reeves, T. L. (2006). Principal leadership and the development of organizational culture in a new school (unpublished doctoral dissertation). University of North Carolina, Greensboro.
  • Robbins, S. (1990). Organization theory (3rd ed.). New Jersey: Prentice Hall.
  • Rosenberg, S., & Mosca, J. (2011). Breaking down the barriers to organizational change. International Journal of Management & Information Systems, 15(3), 139-146.
  • Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco: Jossey-Bass.
  • Schlechty, P. C. (2004). Shaking up the schoolhouse: How to support and sustain educational innovation. San Francisco: Jossey & Bass.
  • Schneider, W. S. (1999). Why good management ideas fail: Understanding your corporate culture. Otherwise, Featured Guest Speaker. USA: Paradigm Shift International. Retrieved from http://www.parshift.com/Speakers/Speak016.htm
  • Seashore, K. R. (2009). Leadership and change in schools: Personal reflections over the last 30 years. Journal of Educational Change, 10(2-3), 129-140.
  • Sergiovanni, T. (2001). The principals: a reflective practice perspective (4th ed.). Boston: Allyn and Bacon.
  • Sethia, N. K., & Glinow, M. A. V. (1985). Arriving at four cultures by managing the reward system. In R. H. Kilmann, M. J. Saxton, R. Serpa and Associates (Eds.), Gaining control of the corporate culture (pp. 400-420). San Francisco: Jossey-Bass.
  • Sezgin, F. (2010). School culture as a predictor of teachers’ organizational commitment. Education and Science, 35(156), 142-159.
  • Şişman, M. (2002). Organizations and cultures. Ankara, Turkey: Pegem A.
  • Steers, R. M., Sanchez-Runde, C. J., & Nardon, L. (2010). Management across cultures: Challenges and strategies. New York: Cambridge University Press.
  • Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2), 115-127.
  • Stoll, L., & Seashore Louis, K. (Eds.). (2007). Professional learning communities: Divergence, depth and dilemmas. Berkshire, England: Open University Press.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson/Allyn and Bacon.
  • Terzi, A. R. (1999). Özel ve devlet liselerinde örgüt kültürü (Ankara ili örneği) [Organizational culture in private and public high schools: The case of Ankara province] (unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Terzi, A. R. (2005). Organizational culture in primary schools. Educational Administration: Theory and Practice, 11(4), 423-442.
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A Multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593.
  • Uğuz, S. S. (1999). Örgüt kültürünün yönetim ve organizasyon yapısına etkileri ve örgüt kültürü ile ilgili bir araştırma [An analysis of outcomes and effects of organizational culture on organizational structure] (unpublished doctoral dissertation). Marmara University, Istanbul, Turkey.
  • Wanberg, C. R., & Banas, J. T. (2000). Predictors and outcomes of openness to changes in a reorganizing workplace. Journal of Applied Psychology, 85(1), 132-142.
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Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki

Year 2016, Volume: 6 Issue: 2, 39 - 59, 01.10.2016

Didem Koşar Ali Çağatay Kılınç Serkan Koşar Emre Er Zeki Öğdem

Abstract

-

Keywords

Değişim kapasitesi Örgüt kültürü Öğretmen İlkokul

References

  • Balcı, A. (2003). Örgütsel sosyalleşme: Kuram, strateji ve taktikler [Organizational socialization: Theory, strategy and tactics]. Ankara: Pegem A.
  • Balekoğlu, F. (1992). Liderlik teorilerindeki gelişmeler ve organizasyon kültürü ile ilişkileri [New trends on leadership theories and the relationships between these theories and organizational culture] (Unpublished master’s thesis). Istanbul University, Istanbul, Turkey.
  • Barth, R. (1990). Improving schools from within: Teachers, parents and principals can make difference. San Francisco: Jossey-Bass.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms. Computers & Education, 39(4), 395-414.
  • Benda, S. M. (2000). The effect of leadership styles on the disciplinary climate and culture of elementary schools (unpublished doctoral dissertation). The Widener University, Chester.
  • Burnes, B. (2009). Managing change. Essex: Pearson.
  • Çalık, T. (2003). Eğitimde stratejik planlama ve okulların stratejik planlama açısından nitel değerlendirilmesi [Strategic planning in education and the qualitative evaluation of the schools as regards to strategic planning]. Kastamonu Education Journal, 11(2), 251-268.
  • Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework (3rd ed.). San Francisco: Jossey-Bass.
  • Chang, S. E., & Lin, C. S. (2007). Exploring organizational culture for information security management. Industrial Management & Data Systems, 107(3), 438-458.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, B. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (2nd ed.). Ankara: Pegem Akademi.
  • Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. Alexandria, Virginia, USA: ASCD.
  • Dalin, P. (1998). School development. London: Continuum.
  • Deal, T. E., & Kennedy, A. A. (1982). Corporate cultures: The rites and rituals of corporate life. Reading, MA: Addison-Wesley.
  • Deal, T., & Kennedy, A. (2000). The new corporate cultures: Revitalizing the workplace after downsizing, mergers, and reengineering. London-New York: TEXERE.
  • Er, E. (2013). İlköğretim okulu öğretmenlerinin algılarına göre okulun değişme açıklığı ile değişim kapasitesi arasındaki ilişkinin incelenmesi [Examining the relationships between primary school teachers' perceptions on school openness to change and school change capacity]. (unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29.
  • Floyd, P. (2002). Organizational change. Oxford: Capstone.
  • Frost, P. J., Moore, L. F., Louis, M. R., Lundberg, C. C., & Martin, J. (1985). Organizational culture (1sted.). USA: SAGE.
  • Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12- 17.
  • Fullan, M. (1999). Change forces the sequel. Routledge Falmer: London.
  • Fullan, M. (2007). The new meaning of educational change. Amsterdam: Teachers College.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Goh, S. C., Cousins, J. B., & Elliott, C. (2006). Organizational learning capacity, evaluative inquiry and readiness for change in schools: Views and perceptions of educators. Journal of Educational Change, 7(4), 289-318.
  • Handy, C. (1995). Süper yönetim [Superb management] (S. Hatay, Trans.). Istanbul, Turkey: İlgi.
  • Handy, C. B. (1981). Understanding organizations (2nd ed.). London: Hazell Watson & Viney.
  • Hannay, L. M., Smeltzer-Erb, C., & Ross, J. A. (2001). Building change capacity within secondary schools through goal-driven and living organizations. School Leadership & Management 21(3), 271-287.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell.
  • Harris, A. (2002). School improvement: What is in it for schools? London: Routledge Falmer.
  • Harris, A., & Hopkins, D. (2000). Introduction to special feature: Alternative perspectives on school improvement. School Leadership & Management, 20(1), 9-14.
  • Harrison, R. (1972). Understanding your organization’s character. Harvard Business Review, 50(23), 119-128.
  • Healthfield, S. M. (2008). How to understand your current culture. Retrieved from http://humanresources.about.com/od/organizationalculture/a/culture_create.htm
  • Hersey, H., & Blanchard, K. (1982). Management of organizational behavior: Utilizing human resources. New Jersey: Prentice-Hall.
  • Hinde, E. (2003). Reflections on reform: A former teacher looks at school change and the factors that shape it. Retrieved from http://tla.gmu.edu/module2/hinde.htmon
  • Hofstede, G. (1997). Cultures and organizations (2nd ed.). USA: McGraw-Hill.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). USA: SAGE.
  • Hopkins, D. (2001). School improvement for real. London: Routledge.
  • Hopkins, D. (2007). Every school a great school: Realizing the potential of system leadership. Berkshire: Open University.
  • Hoy, W. K. (2003). An analysis of enabling and mindful school structures. Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87- 108.
  • Hoy, W. K., & Miskel, C. G. (1991). Educational administration. Boston: McGraw-Hill
  • Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and nature of enabling school structure. Educational Administration Quarterly, 37, 296-321.
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate (1st ed.). Newbury Park: SAGE.
  • Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26, 267-277.
  • Kets de Vries, M. F. R., & Miller, D. (1986). Personality, culture, and organization. Academy of Management Review, 11(2), 266-279.
  • Kılınç, A. Ç. (2014). Öğretmen profesyonelizminin bir yordayıcısı olarak okul kültürü [School culture as a predictor of teacher professionalism]. Education & Science, 39(174), 105-118.
  • Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67(2), 227-266.
  • Kono, T. (1992). Long-range planning of Japanese corporations. Berlin-New York: Walter de Gruyter.
  • Koşar, D., & Yalçınkaya, M. (2013). Öğretmenlerin örgütsel vatandaşlık davranışlarının yordayıcıları olarak örgüt kültürü ve örgütsel güven [Organizational culture and organizational trust as predictors of teachers’ organizational citizenship behaviors]. Educational Administration: Theory and Practice, 19(4), 603-627.
  • Koşar, S. (2008). İlköğretim okulu yöneticilerinin yönetimde gücü kullanma stilleri ile örgüt kültürü arasındaki ilişki [The relationships between primary school supervisors’ styles of using power in management and organizational culture] (unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Koşar, S., & Çalık, T. (2011). Okul yöneticilerinin yönetimde gücü kullanma stilleri ile örgüt kültürü arasındaki ilişki [The relationship between primary school administrators’ styles of using power in management and organizational culture]. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Lashway, L. (1997). Leading with vision. Eugene, Oregon: Clearinghouse on educational management.
  • Levin, B. (2008). These may be good times: An argument that things are getting better. In C. Sugrue (Ed.), The future of educational change (pp. 34-47). Abingdon: Routledge.
  • Lezotte, L. W. (2005). More effective schools: Professional learning communities in action. In R. Dufour, R. Eaker, & R. Dufour (Eds.), On common ground: The power of professional learning communities (pp. 177-193). Bloomington: Solution Tree.
  • Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Innovating and evaluating science education forum.
  • Lim, B. (1995). Examining the organizational culture and organizational performance link. Leadership & Organization Development Journal, 16(5), 16-21.
  • Miller, B. P. (2001). Leadership, organizational culture, and managing change: a case study of North Carolina’s Johnston Community College (unpublished doctoral dissertation). North Carolina State University, Raleigh.
  • Moos, L., Johansson, O., & Day, C. (2011). How school principals sustain success over time. Nottingham: Springer.
  • Morgan, G. (2006). Images of organization. USA: SAGE.
  • Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in UK. Teaching and Teacher Education, 22(8), 961-972.
  • Neumann, D. M. (1997). Determining organizational culture impacts on choice of influence tactics (unpublished doctoral dissertation). Nova Southeastern University, Florida.
  • Özdemir, S. (2000). Organizational innovation in education. Ankara, Turkey: Pegem A.
  • Özdemir, S. (2012). The relationship between school culture and organizational health in primary schools. Educational Administration: Theory and Practice, 18(4), 599-620.
  • Özsoy, E. (2005). Örgüt geliştirmede örgüt kültürünün önemi [Importance of organization culture in developing organization] (unpublished master’s thesis). Marmara University, Istanbul, Turkey.
  • Parsley, D. (2011). Creating the organizational conditions that enable and support a shared approach to leading school change (unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3474967)
  • Pheysey, D. C. (1993). Organizational cultures: Types and transformations (1st ed.). London: Routledge.
  • Reeves, T. L. (2006). Principal leadership and the development of organizational culture in a new school (unpublished doctoral dissertation). University of North Carolina, Greensboro.
  • Robbins, S. (1990). Organization theory (3rd ed.). New Jersey: Prentice Hall.
  • Rosenberg, S., & Mosca, J. (2011). Breaking down the barriers to organizational change. International Journal of Management & Information Systems, 15(3), 139-146.
  • Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco: Jossey-Bass.
  • Schlechty, P. C. (2004). Shaking up the schoolhouse: How to support and sustain educational innovation. San Francisco: Jossey & Bass.
  • Schneider, W. S. (1999). Why good management ideas fail: Understanding your corporate culture. Otherwise, Featured Guest Speaker. USA: Paradigm Shift International. Retrieved from http://www.parshift.com/Speakers/Speak016.htm
  • Seashore, K. R. (2009). Leadership and change in schools: Personal reflections over the last 30 years. Journal of Educational Change, 10(2-3), 129-140.
  • Sergiovanni, T. (2001). The principals: a reflective practice perspective (4th ed.). Boston: Allyn and Bacon.
  • Sethia, N. K., & Glinow, M. A. V. (1985). Arriving at four cultures by managing the reward system. In R. H. Kilmann, M. J. Saxton, R. Serpa and Associates (Eds.), Gaining control of the corporate culture (pp. 400-420). San Francisco: Jossey-Bass.
  • Sezgin, F. (2010). School culture as a predictor of teachers’ organizational commitment. Education and Science, 35(156), 142-159.
  • Şişman, M. (2002). Organizations and cultures. Ankara, Turkey: Pegem A.
  • Steers, R. M., Sanchez-Runde, C. J., & Nardon, L. (2010). Management across cultures: Challenges and strategies. New York: Cambridge University Press.
  • Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2), 115-127.
  • Stoll, L., & Seashore Louis, K. (Eds.). (2007). Professional learning communities: Divergence, depth and dilemmas. Berkshire, England: Open University Press.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson/Allyn and Bacon.
  • Terzi, A. R. (1999). Özel ve devlet liselerinde örgüt kültürü (Ankara ili örneği) [Organizational culture in private and public high schools: The case of Ankara province] (unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Terzi, A. R. (2005). Organizational culture in primary schools. Educational Administration: Theory and Practice, 11(4), 423-442.
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A Multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593.
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There are 85 citations in total.

Details

Other ID JA47JT36NV
Authors

Didem Koşar This is me

Ali Çağatay Kılınç This is me

Serkan Koşar This is me

Emre Er This is me

Zeki Öğdem This is me

Publication Date October 1, 2016
Published in Issue Year 2016 Volume: 6 Issue: 2

Cite

APA Koşar, D., Kılınç, A. Ç., Koşar, S., … Er, E. (2016). Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki. Eğitim Bilimleri Araştırmaları Dergisi, 6(2), 39-59.
AMA Koşar D, Kılınç AÇ, Koşar S, Er E, Öğdem Z. Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki. EBAD - JESR. October 2016;6(2):39-59.
Chicago Koşar, Didem, Ali Çağatay Kılınç, Serkan Koşar, Emre Er, and Zeki Öğdem. “Öğretmenlerin örgüt Kültürü Ile Değişim Kapasitesi Algıları Arasındaki Ilişki”. Eğitim Bilimleri Araştırmaları Dergisi 6, no. 2 (October 2016): 39-59.
EndNote Koşar D, Kılınç AÇ, Koşar S, Er E, Öğdem Z (October 1, 2016) Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki. Eğitim Bilimleri Araştırmaları Dergisi 6 2 39–59.
IEEE D. Koşar, A. Ç. Kılınç, S. Koşar, E. Er, and Z. Öğdem, “Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki”, EBAD - JESR, vol. 6, no. 2, pp. 39–59, 2016.
ISNAD Koşar, Didem et al. “Öğretmenlerin örgüt Kültürü Ile Değişim Kapasitesi Algıları Arasındaki Ilişki”. Eğitim Bilimleri Araştırmaları Dergisi 6/2 (October2016), 39-59.
JAMA Koşar D, Kılınç AÇ, Koşar S, Er E, Öğdem Z. Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki. EBAD - JESR. 2016;6:39–59.
MLA Koşar, Didem et al. “Öğretmenlerin örgüt Kültürü Ile Değişim Kapasitesi Algıları Arasındaki Ilişki”. Eğitim Bilimleri Araştırmaları Dergisi, vol. 6, no. 2, 2016, pp. 39-59.
Vancouver Koşar D, Kılınç AÇ, Koşar S, Er E, Öğdem Z. Öğretmenlerin örgüt kültürü ile değişim kapasitesi algıları arasındaki ilişki. EBAD - JESR. 2016;6(2):39-5.