Secondary School Teachers’ Perceptions about Organizational Culture and Organizational Citizenship Behavior

Year 2012, Volume: 3 Issue: 3, 399 - 434, 01.04.2012

Cemalettin İpek

Abstract

Background. Cultural variables such as artifacts, shared values and basic assumptions about the organizational reality constitute different organizational cultures and influence the quality of work life in organizations. Organizational culture has been defined differently in the organizational literature. These definitions range from the simple to the complex, such as social glue; organizational blinders; the way we do things around here (Shaw & Reyes, 1992).Organizational culture determines leadership styles and work strategies and thus it shapes organizational behaviors and the way things are done in organizations (De Brentani & Kleinschmidt, 2004). Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms constitute organizational culture. Organizational culture produces norms in the formal structure of organizations, and it develops a social system of certain values, beliefs and habits. This system support employees to get an organizational awareness to decide which behaviors are appropriate in the organization (Halis, 2003). In brief, organizational culture forms a social system and shared behavior pattern which holds the employees together in the organization (Martins & Terblanche, 2003).Organizational citizenship behaviors are defined as discretionary behaviors which are not formally recognized by the organizational reward system. Organizational citizenship behaviors may range from helping voluntarily a co-worker to wearing the organizational logo on a sweatshirt. In organizational life, it is difficult to reward organizational citizenship behaviors or to punish the absence of such citizenship behaviors (Moorman & Blakely, 1995). Organizational citizenship behavior is accepted as organizational members' extra-role behaviors which are not described in their formal job descriptions. Some examples of these discretionary behaviors include cooperation with peers, performing voluntarily extra duties for the organization, punctuality, volunteering and helping others, using time efficiently, conserving resource, and positively representing the organization (Ahmadi,2010). Organizational citizenship behavior has been studied as an impetus for better organizational performance. Moreover, it has been examined in relation to some other organizational variables like organizational commitment, job satisfaction, or procedural justice (Jahangir, Akbar, & Haq, 2004). However, the studies examining the relationships between organizational citizenship behavior and organizational culture are very rare.Organizational citizenship behavior has been described as having two or more dimensions. For example, Smith, Organ, and Near (1983) described organizational citizenship behavior in two dimensions as altruism and generalized compliance. Organ (1988), in another study, explains five categories of organizational citizenship behavior such altruism, conscientiousness, sportsmanship, courtesy, and civic virtue. Moorman and Blakely (1995) defined identified organizational citizenship behavior in four categories. On the other hand, Dipaola and Tschannen-Moran (2001) proposed bipolar construct for organizational citizenship behavior; one polar refer to help the organization and second polar express helping individuals (Jahangir, Akbar, & Haq, 2004). Similarly, Suresh, and Venkatammal (2010) examined organizational citizenship behavior in two dimensions like individual oriented and organizational oriented behaviors. In this study organizational citizenship behavior was measured in two dimensions as organizational responsibility and individual responsibility In organizational literature organizational culture is generally described in four dimensions. For examples, Hofstede (1980) defined four cultural orientations (power distance, masculinity-femininity, individualistcollectivist and uncertainty avoidance) in organizations. Harrison (1975) explained organizational culture through four different organizational ideologies as power culture, role culture, task culture and individual culture. Handy (1981), adapted Harrison's organizational culture classification orderly into four ancient Greece Gods; Zeus, Apollo, Athena, and Dionisus. Pheysey (1983) by taking into consideration the classifications of Harrison and Handy, proposed four organizational culture types as power culture, role culture, achievement culture and support culture. In this study Pheysey's (1983) organizational culture classification was taken into considerations, but after explanatory and confirmatory factor analysis organizational culture was measured in two factors as classic organizational culture, corresponding Pheysey's power and role cultures, and contemporary organizational culture, corresponding Pheysey's achievement and support cultures. Purpose. This study aims to examine organizational culture and organizational citizenship behavior perceptions of the secondary school teachers in Rize Province. In order to reach this main aim the following research questions are formulated: 1. How do secondary school teachers perceive organizational culture and organizational citizenship behavior in their schools? 2. Do secondary school teachers' perceptions of organizational culture and organizational citizenship behavior show difference significantly according to their genders, school types, and teaching experiences? 3. Can primary teachers' perceptions of organizational citizenship behavior be predicted from their perceptions of organizational culture? Method. The study was conducted with voluntary participation of 291 teachers working in academic and vocational secondary schools located in Rize Province. 110 of 291 teachers were female and 181 teachers were male; 157 teachers were working in academic secondary schools and 134 teachers were working in vocational secondary schools.Two different instruments were used in data gathering process. The first instrument was organizational culture scale previously developed by İpek (1999) and the second one, organizational citizenship behavior scale was previously developed by Vigoda-Gadot & others (2007) and translated and adapted into Turkish by the author. The organizational culture scale contains four dimensions as power culture, role culture, achievement culture, and support culture in its original form. In this study, explanatory and confirmatory factor analyses results indicated that the items in the organizational culture scale appeared to have two factorial components. The factors of the organizational culture scale were named as classic organizational culture and contemporary organizational culture. The factor analyses showed that the items of power culture and role culture in the original scale constituted classic organizational culture dimension while the items of achievement culture and support culture in the original scale formed contemporary organizational culture dimension. The organizational citizenship behavior scale had three dimensions in its original form. These dimensions were named as organizational responsibility, personal responsibility, and individual performance. Explanatory and confirmatory factor analysis results indicated that the items in the organizational citizenship behavior scale loaded on two factors. These factors were named as institutional responsibility and personal responsibility. The factor analyses indicated that the items of personal responsibility and individual performance dimensions in the original scale loaded on one factor, named as personal responsibility, and the items of organizational responsibility dimensions in the original form loaded on second factor, named as institutional responsibility. The items of the both scales were rated on a five-point Likert type ranging from 1 (disagree) to 5 (strongly agree). In data analysis process, the means corresponding to the secondary school teachers' perceptions about the dimensions of the organizational culture and organizational citizenship behavior were competed firstly. Secondary school teachers' perceptions on these dimensions were compared by using two-way ANOVA according to variables as gender, experience and school types. Moreover the secondary school teachers' organizational citizenship behaviors were predicted from their organizational culture perceptions by using multiple regression analysis.Results and Discussion. The study results revealed that organizational culture perceptions of the secondary school teachers showed difference significantly between female and male teachers at classic organizational culture dimension. Female teachers expressed more classic organizational culture (M = 3.74) than their male counterparts (M = 3.49). However, teachers' organizational culture perceptions at contemporary organizational culture dimension did not vary according to gender. On the other hand, teachers with 16 or more years teaching experience expressed higher classic (M = 3.68) and contemporary (M = 3.69) organizational culture than teachers having teaching experience between 6 and 10 years (M = 3.42 and M = 3.31). This result supports the previous study by Flores (2004) on teachers' organizational culture perceptions revealing that beginner teachers were uninterested and insensitive towards their schools. Moreover, the study results revealed that secondary school teachers working in vocational secondary schools had higher classics organizational culture perceptions than the teachers working in academic secondary schools. This results support the results of a previous study by Sönmez (2006) showing that vocational school teachers perceive their schools' organizational culture more oriented towards classic organizational culture dimensions, namely role culture and power culture. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers showed difference according to gender at the personal responsibility dimension. Female teachers perceived more personal responsibility (M = 3.97) than male teachers (M = 3.71). Teachers' organizational citizenship behaviors perceptions did not show difference according to gender at institutional responsibility dimension. The study results related to the comparison of organizational citizenship behavior perceptions of the secondary school teachers according to their gender differences support some previous study results (Sökmen & Boylu, 2011; Titrek, Bayrakçı, & Zafer, 2009). However, the study results also contradict the results of the previous studies by Eres (2010), Titrek, Bayrakçı, and Zafer (2009). The study results showed that secondary school teachers' perceptions did not show difference according to school type and experience at both dimensions of the organizational citizenship behavior. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers could be regressed from their perceptions of organizational culture. Regression analysis showed that secondary school teachers' perceptions of classic and contemporary organizational cultures had significant effects on their organizational citizenship behaviors perceptions at personal and institutional responsibility dimensions.Secondary school teachers' classic and contemporary organizational culture perceptions explained 31 per cent of the variance in their institutional responsibility perceptions. On the other hand, 32 per cent of the variance in secondary school teachers' personal responsibility perceptions was explained by their classic and contemporary organizational culture perceptions. The study results indicated that organizational citizenship behavior perceptions of secondary school teachers at personal responsibility dimensions correlates positively with their perceptions of classic and contemporary organizational culture. However, there are not any significant relationships between organizational citizenship behavior perception of secondary school teachers at institutional responsibility dimension and their classic organizational culture perceptions. As mentioned above, organizational citizenship behavior perceptions of the secondary school teachers can be predicted significantly from their organizational culture perceptions. The contemporary culture seems to be the most significant predictor of organizational citizenship behavior at institutional and personal responsibility dimensions. The study findings pointing out the relationships between organizational culture and organizational citizenship behaviors support some previous studies (Asgari & Others, 2008; Çelik, 2007; Gök, 2007; Maignan & Others, 1999; Moorman & Blakely, 1995; Sezgin, 2009; Uçanok, 2008). Suggestions. Based on the study results the following recommendations can be developed; • Since female secondary school teachers perceive more classic organizational culture in their schools than their male counterparts, school managements should give more opportunities to female teachers in order to participate to school management activities. • Since the secondary school teachers working in vocational secondary schools perceive more classic organizational culture in their schools than the teachers working in the academic secondary schools, school management should attach more importance for democratic and participatory implementations in school activities. • Since the secondary school teachers with more teaching experience expressed higher classic and contemporary organizational culture than teachers having less teaching experience, the school managements should give more opportunities to beginner teachers in order to participate to school activities. • Since the contemporary organizational culture seems to be the most significant predictor of organizational citizenship behaviors at institutional and personal responsibility dimensions in the secondary schools, school principals may be aware of the importance of contemporary organizational culture orientations in order to improve secondary school teachers' organizational citizenship behaviors.

Keywords

organizational culture , organizational citizenship behavior , classics organizational culture , contemporary organizational culture

Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı

Abstract

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin görev yaptıkları okullara ilişkin örgütsel kültür ve örgütsel vatandaşlık davranışı algıları arasındaki ilişkiyi incelemektir. Araştırmada öğretmenlerin örgütsel kültür ve örgütsel vatandaşlık davranışı algılarının cinsiyetlerine, görev yaptıkları okulun türüne (genel lise/meslek lisesi) ve deneyimlerine bağlı olarak farklılaşıp farklılaşmadığı test edilmekte, ayrıca öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilip kestirilemeyeceği belirlenmeye çalışılmaktadır. Rize il merkezindeki liselerde görev yapan öğretmenlerle gönüllülük esasına göre gerçekleştirilen araştırmada veri toplama aracı olarak Örgütsel Kültür Ölçeği ile Örgütsel Vatandaşlık Davranışı Ölçeği kullanılmıştır. Araştırma sonucunda, öğretmenlerin örgüt kültürü algılarının geleneksel örgüt kültürü boyutunda cinsiyetlerine (bayanlar lehine) ve görev yaptıkları okul türüne göre (meslek liseleri lehine) istatistiksel olarak farklılaştığı, örgütsel vatandaşlık davranışı algılarının ise bireysel sorumluluk boyutunda cinsiyete göre farklılaştığı gözlenmiştir. Ayrıca, öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilebildiği belirlenmiştir.

Keywords

örgüt kültürü , örgütsel vatandaşlık davranışı , klasik örgüt kültürü , çağdaş örgüt kültürü

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