Perceived and Preferred Culture Types at Schools

Yıl 2020, Cilt: 6 Sayı: 1, 43 - 54, 07.07.2020

Kübra Yenel , Fatih Şahin , Necati Cemaloğlu

Öz

In this study, it is aimed to determine the culture types related to the perceived and preferred situation in schools. It is also aimed to examine these types of culture by considering the socio-economic context. For this purpose, the relational screening model was used in this study. In order to determine the teachers in the schools in the designated sample, the convenient sampling method was used from the non-random sampling methods. The sample of the study consists of 360 teachers working at various schools in Bilecik Province of Turkey. As a result of the study, it has been found that the most dominant organizational culture type in schools is the clan culture in all socioeconomic levels and the most preferred type of organizational culture is also clan culture. In addition, it has been concluded that in terms of culture types, there is a significant difference between the perceived situation and the preferred situation in schools at all socioeconomic levels. As a result, the most dominant type of organizational culture in the educational organizations is determined as clan culture which shows that teachers do not want to be in a race in their school, but they want to act together with their colleagues.

Anahtar Kelimeler

School culture, clan, hierarchy, market, adhocracy

Kaynakça

• Barney, J. B. (1986). Organizational culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 11(3), 656-665.
• Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 17(1), 112-121.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem.
• Cameron, K. S., & Quinn, R. E. (2017). Örgüt kültürü: Örgütsel tanı ve değişim [Diagnosing and Changing Organizational Culture] (M. G. Gülcan & N. Cemaloğlu, Trans.). Ankara: Pegem Akademi.
• Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682-694.
• Cook, S. D., & Yanow, D. (1993). Culture and organizational learning. Journal of Management Inquiry, 2(4), 373-390.
• Demirtaş, Z. (2010). The Relationship between School Culture and Student Achievement. Education and Science, 35(158), 3-13.
• Denison, D. R., & Mishra, A. K. (1995). Toward a theory of organizational culture and effectiveness. Organization Science, 6(2), 204-223.
• Erdem, R. (2007). Örgüt kültürü tipleri ile örgütsel bağlılık arasındaki ilişki: Elazığ il merkezindeki hastaneler üzerinde bir çalışma [The relationship between organizational culture types and organizational commitment: A study on hospitals in Elazığ province center]. Eskişehir Osmangazi Üniversitesi İİBF Dergisi, 2(2), 63-79.
• Eren, E. (2016). Yönetim ve organizasyon (Çağdaş ve küresel yaklaşımlar) [Management and organization (Contemporary and global approaches)]. İstanbul: Beta.
• Greenwood, R., & Hinings, C. R. (1996). Understanding radical organizational change: Bringing together the old and the new institutionalism. Academy of Management Review, 21(4), 1022-1054.
• Hartnell, C. A., Ou, A. Y., & Kinicki, A. (2011). Organizational culture and organizational effectiveness: A meta-analytic investigation of the competing values framework's theoretical suppositions. Journal of Applied Psychology, 96(4), 677-694.
• Hatch, M. J. (1993). The dynamics of organizational culture. Academy of Management Review, 18(4), 657-693.
• Hoy, W. K., & Miskel, C. G. (2012). Eğitim yönetimi: Teori, araştırma ve uygulama [Educational administration: Theory, research, and practice] (S. Turan, Trans. Ed.). Ankara: Nobel.
• Huhtala, M., Tolvanen, A., Mauno, S., & Feldt, T. (2015). The associations between ethical organizational culture, burnout, and engagement: A multilevel study. Journal of Business and Psychology, 30(2), 399-414.
• Hwang, E. (2018). Effects of the organizational culture type, job satisfaction, and job stress on nurses’ happiness: A cross-sectional study of the long-term care hospitals of South Korea. Japan Journal of Nursing Science. Advance online publication. doi:10.1111/jjns.12235
• Karasar, N. (2016). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel.
• Kavanagh, M. H., & Ashkanasy, N. M. (2006). The impact of leadership and change management strategy on organizational culture and individual acceptance of change during a merger. British Journal of Management, 17(S1), S81-S103.
• Lund, D. B. (2003). Organizational culture and job satisfaction. Journal of Business & Industrial Marketing, 18(3), 219-236.
• MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
• Marcoulides, G. A., Heck, R. H., & Papanastasiou, C. (2005). Student perceptions of school culture and achievement: Testing the invariance of a model. International Journal of Educational Management, 19(2), 140-152.
• Moore, G. F., Littlecott, H. J., Evans, R., Murphy, S., Hewitt, G., & Fletcher, A. (2017). School composition, school culture and socioeconomic inequalities in young people's health: Multi‐level analysis of the Health Behaviour in School‐aged Children (HBSC) survey in Wales. British Educational Research Journal, 43(2), 310-329.
• Naranjo-Valencia, J. C., Jiménez-Jiménez, D., & Sanz-Valle, R. (2011). Innovation or imitation? The role of organizational culture. Management Decision, 49(1), 55-72.
• Pettigrew, A. M. (1979). On studying organizational cultures. Administrative Science Quarterly, 24(4), 570-581.
• Pilch, I., & Turska, E. (2015). Relationships between Machiavellianism, organizational culture, and workplace bullying: Emotional abuse from the target’s and the perpetrator’s perspective. Journal of Business Ethics, 128(1), 83-93.
• Schein, E. H. (1983). The role of the founder in creating organizational culture. Organizational Dynamics, 12(1), 13-28.
• Schein, E. H. (1984). Coming to a new awareness of organizational culture. Sloan Management Review, 25(2), 3-16.
• Schein, E. H. (2010). Organizational culture and leadership. San Francisco, CA: Jossey-Bass.
• Sezgin, F. (2010). School culture as a predictor of teachers’ organizational commitment. Education and Science, 35(156), 142-159.
• Sezgin, F., & Sönmez, E. (2017). Örgüt kültürü ve iklimi [Organizational culture and climate]. In S. Özdemir & N. Cemaloğlu (Eds.), Örgütsel davranış ve yönetimi [Organizational behavior and management] (pp. 179-226). Ankara: Pegem Akademi.
• Taylor, F. W. (2013). Bilimsel yönetimin ilkeleri [The principles of scientific management] (H. B. Akın, Trans.). Ankara: Adres Yayınları.
• Terzi, A. R. (2016). Teachers' perception of organizational culture and trust relation. International Journal of Organizational Leadership, 5(4), 338-347.
• Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1-19.
• Weick, K. E., & Quinn, R. E. (1999). Organizational change and development. Annual Review of Psychology, 50(1), 361-386.
• Whorton, J. W., & Worthley, J. A. (1981). A perspective on the challenge of public management: Environmental paradox and organizational culture. Academy of Management Review, 6(3), 357-361.
• Wilkins, A. L., & Ouchi, W. G. (1983). Efficient cultures: Exploring the relationship between culture and organizational performance. Administrative Science Quarterly, 28(3), 468-481.
• Yaman, E. (2010). Perception of faculty members exposed to mobbing about the organizational culture and climate. Educational Sciences: Theory and Practice, 10(1), 567-578.
• Yıldırım, K. (2018). Sosyo-ekonomik yapının okulun kültürel boyutlarıyla ilişkisinde öğretmen niteliklerinin rolü [The role of teachers’ characteristics in relation to socioeconomic structure and the school’s cultural dimensions]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 31-53.
• You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284-297.
• Zheng, W., Yang, B., & McLean, G. N. (2010). Linking organizational culture, structure, strategy, and organizational effectiveness: Mediating role of knowledge management. Journal of Business Research, 63(7), 763-771.