Organizational Culture Of School Research Articles

시･도교육청의 학교평가 정책 변화에 대한 비판적 탐색: A 지역의 학교평가 편람을 중심으로

This study explores policy changes related to school evaluation at a local level. To this end, this study analyzes the main features of changes in school evaluation policies in regional office of education using ‘the 2023 School Evaluation Manual’ which recently changed the overall direction and key indicators of school evaluation following the inauguration of a new superintendent. Beginning in 2023, school evaluation in this region characterized by a shift from school-autonomous to region-driven evaluation, quantification of evaluation indicators, and a shift from schooling to policy-oriented evaluation. This study points out that these changes in the school evaluation policy of regional office of education are not only contrary to the recent discourse on education reform and future education, but also have the potential to erode the purpose of school evaluation and create a performance-oriented organizational culture in schools. Based on the above critical exploration, this study suggests how school evaluation at a local level should be improved.

The Influence of Spiritual Leadership on Teacher’s Organizational Commitment Based on (Louis W. Fry Model): A Literature Review

This study aimed to investigate the influence of principal’s spiritual leadership on teacher’s organizational commitment. Spiritual leadership is very interesting to study, because this leadership concept is a synthesis of value-based leadership constructs to answer problems related to human relations. Spiritual leadership has an important role to play in education as it can help build good relationships between principals and teachers, and increase teachers’ emotional and psychological attachment to the organization. Spiritual leadership can also help improve the quality of education and organizational performance. In addition, spiritual leadership can help improve teacher retention issues and increase organizational commitment. By applying spiritual leadership, principals can motivate and inspire individuals and engage every member of the organization to achieve school goals. Therefore, spiritual leadership can help create a positive learning environment and build a strong organizational culture in schools. The method used in this study was a literature review to investigate the influence of principals’ spiritual leadership on teachers’ organizational commitment. The article selection procedure was very rigorous using various selected journal databases to select ten research articles that met the inclusive criteria of this study. The results of this study show that spiritual leadership of school principals can significantly influence teachers’ organizational commitment.

Instructional Leadership in The Development of School Organizational Culture: A Literature Review

This study is intended to describe how leadership can contribute to the development of organizational culture in schools. Qualitative methodology with a literature approach is used in the study. Data collection is carried out by reviewing and exploring several journals, books, and documents, as well as data sources and other information that is considered relevant to the study. This study found that the principal's instructional leadership prioritizes its activities on learning by influencing, directing, and guiding teachers in teaching and learning activities so that teachers can provide the best learning services to students. With good leadership, the values developed in the school can be passed on culturally to the students well.

The Effect of The Implementation of Unique Quality Management and Organizational Culture on Teacher Performance with Work Motivation as Intervening Variable at SMK Satria Nusantara Binjai

The implementation of integrated quality management and organizational culture in schools needs to be evaluated so that schools become better and are in demand by many students and prospective students. This study aims to analyze the effect of the implementation of integrated quality management and organizational culture on teacher performance through work motivation as an intervening variable. The research was conducted at the SMK Satria Nusantara Binjai. This type of research is causal associative. The number of respondents as samples studied in this study was 65 respondents. Data analysis was carried out through PLS-SEM using the SmartPLS program. The results showed that the implementation of integrated quality management had a positive and significant effect on work motivation. The implementation of integrated quality management has a positive and significant impact on teacher performance. Organizational culture has a positive and significant effect on work motivation. Organizational culture has a positive and significant effect on teacher performance. Work motivation has a positive and significant effect on teacher performance. The implementation of integrated quality management has a positive and significant impact on teacher performance through work motivation. Organizational culture has a positive and significant effect on teacher performance through work motivation. Keywords: Implementation of Integrated Quality Management, Organizational Culture, Teacher Performance, Work Motivation

The Contribution of Organizational Culture in Schools to Improving Teacher Performance

The role of organizational culture in improving school quality cannot be ignored, such as hard work habits, responsibility, relationships between school members, and efforts to improve quality. Meanwhile, teacher performance is very important for academic achievement. This study aims to reveal the extent of the role of organizational culture in schools in improving teacher performance. The approach used in this study is qualitative by using the narrative literature review method. The results of this study indicate that the role of organizational culture on teacher performance is very large. However, the implementation of organizational culture faces various obstacles, such as the socialization of regulations that have not been maximized, teachers who have not been disciplined, and in general, school residents who are comfortable with their previous habits. The influence of organizational culture on teacher performance and teacher motivation is quite significant. What needs to be anticipated are the implications because organizational culture that has been embedded for a long time sometimes becomes an obstacle to the change process.

The Role of Organizational Culture in the Emergence of Teachers’ Professional Ethics

Introduction. Paying attention to the improvement of teachers’ professional ethics is of special importance in educational organizations, especially secondary schools. Accordingly, the present study seeks to investigate the role of organizational culture in the emergence of teachers’ professional ethics. Materials and Methods. This research is descriptive-correlational in terms of data collection method. The statistical population of the study includes all teachers in Khosf, 180 people, of which according to Cochran’s formula, 123 people were selected as sample members by simple random sampling. Respondents included a majority of female. Denison’s Organizational Culture Questionnaire and Cadozier Professional Ethics Questionnaire were used to collect data. The validity of the questionnaires was confirmed using content validity and their reliability was obtained by Cronbachʼs alpha of 0.97 and 0.94, respectively. Data analysis was performed in SmartPLS 3 software environment using structural equation modeling method. Results. The results of testing the main hypothesis of the research showed that organizational culture plays a role in the development of teachers “professional ethics and about 94% of changes in teachers” professional ethics in schools are explained by organizational culture. Also, the results of testing the sub-hypotheses of the research based on examining the role of each component of organizational culture in the emergence of teachers’ professional ethics showed that each of the components of work engagement, integration, adaptation and mission explain the changes in the professional ethics of teachers in schools, among which, the mission component has the most and compatibility has the least impact. Discussion and Conclusion. The conclusions contribute to the development of the concept of organizational culture, provided that organizational culture and its components play a critical role in the development of teachers’ professional ethics. Accordingly, it can be concluded that a good organizational culture in schools can strengthen the professional ethics of teachers and create a good environment for the emergence of professional ethics among them.

The Role of Grammar Instruction in Developing Communicative Proficiency: What the Secondary Level Teachers say

Grammar instruction plays a pivotal role in an EFL context but the way grammar is taught depends upon the availability of teaching materials and resources, students’ expectations, teachers’ maxims and beliefs, and the organizational culture of schools. The present article is an attempt to find out secondary teachers’ views regarding the role of grammar instruction to develop communicative proficiency. The study also aimed at finding out what attempts they make for balanced language development (i.e., accuracy, fluency and restructuring). The study used purposive sampling and semi-structured interviews to generate data. After thematically and descriptively interpreting the data, the study found that teachers are positive towards the role of grammar instruction in EFL to develop communicative proficiency of the learners. The study also found that grammar error correction prevents learners from the risk of fossilisation. Furthermore, the teachers emphasised both accuracy and fluency for the organic development of English in learners’ minds and were aware of the use of various teaching of grammar resources for effective teaching. Finally, the article draws pedagogic and research implications for English language teachers.

Okul Yöneticilerinin Çatışma Yönetim Stratejileri İle Okul Kültürü Arasındaki İlişkinin Öğretmen Görüşlerine Göre İncelenmesi

The aim of this research is to examine the relationship between conflict management strategies and organizational culture used by school administrators according to the opinions of teachers working in public schools in Mersin. The study group of the research consists of 622 teachers (274 males, 348 females) working in official primary and secondary schools in the central districts of Mersin (Yenisehir, Akdeniz, Toroslar and Mezitli). The research data were obtained with “Rahim Organizational Conflict Scale (ROCI-II)” adapted to Turkish by Neiderauer (2006) and “School Culture Scale” developed by Kuyumcu (2007). Descriptive analysis tests, t-test and ANOVA were used. According to the results of the research, there is a positive and high level relationship between the conflict management strategies used by school administrators working in primary and secondary schools and school culture. The opinions of teachers, working in primary schools, about organizational culture are more positive than teachers working in secondary schools. The point that attracts the results of the research is that the administrators' managing the conflicts by applying the “dominating” strategy shows a reverse relationship with the organizational culture of the schools. As the dominant and authoritarian behaviors increase, organizational culture is negatively affected. Organizational culture reveals that integration, compromise and reconciliation strategies in terms of conflict management relation, dimensions of organizational culture and high level of positive relationships, integration, compromise and reconciliation strategies should be preferred more in schools. On the other hand, strategies of domination and avoidance should be avoided in terms of building and continuity of organizational culture in schools.

Pengaruh Budaya Organisasi Dan Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru di SMA Negeri 9 Kota Jambi

In general, the application of the concept of organizational culture in schools is actually not much different from the application of other organizational culture concepts. Even if there are differences, it may only lie in the type of dominant value it develops and the characteristics of its supporters. This is because the values developed in schools, of course, cannot be separated from the existence of the school itself as an educational organization, which has a role and function to try to develop, preserve and pass on cultural values to students in the school environment.Based on the results of research that has been carried out with data collected both through questionnaires and separate data collection processes (interviews, observation, and documentation), a conclusion is obtained which states that organizational culture and principal leadership together have positive values and affect teacher performance in SMA Negeri 9 Jambi City. This means that teacher performance does not only come from how a teacher is able to carry out the tasks assigned to him, but how the conditions and work environment are so that they are able to give their best.Thus, overall teachers can work well not only supported by the existence of complete learning facilities and facilities, but also several other factors. This is because the high or low performance of a teacher is none other than due to an underlying drive or need to be able to carry out their work load and responsibilities properly.

Technologies and organizational culture in schools. The labor relations’ uberization?

El supuesto sobre el que se sustenta el presente trabajo, inspirado en las teorias clasicas de la organizacion, propone que el uso de dispositivos digitales en los centros escolares, especialmente de plataformas digitales, genera una cultura tecnologica entre el profesorado. El objetivo de este articulo es analizar las consecuencias de este fenomeno sobre la reestructuracion del entramado organizativo del centro y del trabajo docente. Para ello, se parte de un estudio de casos multiples en cuatro centros de Educacion Primaria aplicando estrategias etnograficas, entre las que destacan las entrevistas realizadas al personal docente (profesorado, equipos directivos, titulares de centro). El analisis de la informacion se estructura en base a la categorizacion de 4 dimensiones sobre las que se asienta la cultura tecnologica: las practicas de aula, la “innovacion” educativa, la identidad profesional, y el componente axiologico. Los resultados obtenidos apuntan a que los agentes tienen asumidos los principios en la cultura de centro, con la cual dan cobertura ideologica y tecnica a practicas de aula consistentes con lo que se entiende hoy por uberizacion.

Анализ зарубежных исследований организационной культуры школы

The paper reviews theoretical and empirical research of foreign psychologists on organizational culture in schools. The key problematics is as follows: paradigm, methodology, typologies, impact on school effectiveness. The paper reveals basic contradictions of these problems and outlines possible solutions proposed by foreign researchers. It analyses functional and dynamic paradigms of research on organizational culture and perspectives of their integration; describes the typologies developed according to the specifics of educational organization. Empirical studies focus mainly on the impacts of organizational culture on school effectiveness, as well as on the development and transformation of culture

Organizational Culture and Its Impact on African American Teachers

This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becomes a uniformity of rules and regulations with which people of color are expected to comply. Strong organizational cultures provide cues on how to behave and establish reinforcing expectations to influence organizational members.

Organizational Culture and Its Impact on African American Teachers

This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becomes a uniformity of rules and regulations with which people of color are expected to comply. Strong organizational cultures provide cues on how to behave and establish reinforcing expectations to influence organizational members.

Book Reviews: The Socialization Process of Beginning Teachers

An essay review of B. L. Brock and M. L. Grady, From First-Year to First-Rate: Principals Guiding Beginning Teachers. Thousand Oaks, CA: Corwin Press, 1997. The process of socialization of teachers has received increased attention in the past three decades. Among others, Eddy's (1969) publication on the process of becoming a teacher and Lortie's (1975) seminal sociological study on the teaching profession are key works in raising awareness about the significance of this process. Previously held views assumed that since teachers spend more than 15 years in school as students before they enter the classroom in their role of teachers, they would then find it easy to adapt to their new educational setting. Current empirical studies exploring these assumptions indicate, however, that this seemingly simple transition is, in fact, a complex, multifaceted phenomenon with enormous implications in terms of the professional development of teachers (Bruckerhoff & Carlson, 1995; Featherstone, 1993; Staton & Hunt, 1992). Brock and Grady's book, From First-Year to First-Rate: Principals Guiding Beginning Teachers, addresses one of the crucial stages in teachers' lives: the first-year teaching experience. Literature on this stage of the socialization process supports the notion that the first year is key to future careers of teachers (Fox, 1995; Solmon, Worthy, & Carter, 1993). This becomes even more evident when the authors refer to Schlecty and Vance's (1981, 1983) findings regarding beginning teachers' attrition rate: About 30% of beginning teachers leave the profession during the first 2 years. Another 10% to 20% leave during the next 5 years. Approximately 50% of all beginning teachers leave the profession within 7 years. One can only wonder about the cost of this situation in terms of educational efforts and expenses, shortage of teachers, and the number of potentially successful teachers who prematurely end their career with feelings of frustration, inadequacy, and failure. Given this scenario, From First-Year to First-Rate is a welcome handbook that suggests ways to achieve effective assistance programs for beginning teachers by means of a developmental model with induction as the first stage of a teacher's career development. This book is primarily addressed to principals and administrators in K-12 schools. However, it can be helpful to any teacher, coordinator, or administrator in charge of an instructional program where new teachers arrive regularly. It is not difficult to see that Brock and Grady's general framework can be applied to various educational settings. Moreover, the reasons for doing so are compelling. As the authors state in the introduction to the book, when beginning teachers do not succeed, everyone loses. From First-Year to First-Rate includes the following topics: profile and major problems of beginning teachers, the role of the principal in implementing viable and successful induction programs, a model for designing such programs, the organizational culture of schools and the challenge this represents to incoming teachers, the role of mentoring teams, and design of evaluation procedures. A crucial aspect to keep in mind, Brock and Grady emphasize, is to assure the effectiveness of the implemented strategies aimed at easing the adaptation of beginning teachers to the new environment. They support their recommendations by means of extensive use of literature references, including relevant research studies, reports from educational organizations and agencies, related academic papers and dissertations, and numerous articles published in educational journals. Therefore, this publication is not merely a how-to book, but a theory-based proposal for structuring yearlong assistance and strategies for problem-solving regarding the needs of beginning teachers. In particular, the authors draw on adult development theory and principles in order to plan induction programs. …

A Perspective on Organizational Cultures and Organizational Belief Structure

Currently school organizations are under pressure to achieve excellence. To accomplish this, organizational transformations must occur which require in-depth changes in the organizational culture of schools. This perspective addresses the study of organizational cultures and focuses on the ways that beliefs and values are structured in school organizations. An analogy between cognitive systems and organizational belief systems is constructed to conduct this analysis.