School Culture Types as Predictors of School Leadership Capacity

Abstract

The purpose of this study is to determine the role of school culture types on perceived school leadership capacity. The study group of this research, consisted of 483 teachers. Descriptive statistics were used to analyze the data and Pearson Correlation Coefficients were calculated to determine the relationships between variables. Hierarchical regression analysis was performed to determine how administrative experience and each of the school culture types played a role on school leadership capacity. Findings showed that the most dominant culture type in schools was task culture and the least dominant culture type was bureaucratic culture. The hierarchical regression results showed that the status of having been a manager was a significant predictor of the perception of school leadership capacity. However, it was concluded that achievement culture and support culture were significant predictors of school leadership capacity perception, but task and bureaucratic cultures were not significant predictors. Moreover, it was found that support culture alone and together with achievement culture played a positive role on school leadership capacity, but with the addition of task and bureaucratic culture characteristics to the regression analysis, the effect of support culture on leadership capacity lost its meaning. Based on the results, various suggestions were developed.