Abstract
Schools, the where educational activities are carried out, are among the major institutions society considers as important. Schools undertake strategic responsibilities in maintaining cultural values and conveying them to future generations. The primary responsibility in achieving these missions is assigned to the school administrators. The purpose of this study is to determine the perceptions of school administrators on institutional culture. This is a qualitative study conducted on school administrators who were selected based on the volunteering principle. Perceptions of school administrators concerning their institutions’ culture and the differences between their institutional culture and other institution’s cultures were determined and analyzed. Findings of this study suggest that school administrators have both positive and negative opinions regarding their institutional culture and cultural difference. While love-respect, collaboration-solidarity and common history were prominent positive opinions; lack of communication, lack of shared values and low expectation were prominent negative opinions. In addition, participants stated the environment as a crucial factor when defining culture.
Highlights
Organizations have different characteristics based on the area of service and their goals
Ten school administrators emphasized that collaboration and solidarity was present in their culture
Showing respect and the will to enter into sincere relationships, which are among the general needs of people who live together, were stated by the school administrators and placed under the theme “Trust-Sincerity”
Summary
Organizations have different characteristics based on the area of service and their goals. The shared values and beliefs workers generate within the formal organizational structure, the high expectation in achieving the shared goal, the way of communication, and the norms they create brings about the need to consider the organization with a cultural viewpoint (Kilmann, Saxton, & Serpa, 1986; Tierney, 1988; Terzi, 2000; Glisson & James, 2002). With this respect, organizational culture has become a subject in primary concern for studies in the field of education and management. Together with all these features, it became the “rule of the game” (Celikten, 2003)
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