School Organizational Culture Research Articles

Public school accountability, workplace culture, and teacher morale

Educational scholars claim that teacher morale has suffered from accountability pressures and constrained professionalism, but exactly what is most diminished by these pressures remains unclear. Drawing on recent theoretical work on public school organizational culture, we hypothesize that accountability pressures hurt teacher morale and increase the risk of turnover by undermining the professional culture of the school and by diminishing teacher cooperation and trust. We find support for this hypothesis in a national sample of teachers in 2011–12, and a follow-up survey from 2012–13. The analyses test whether a collective pedagogical teacher culture, comprised of professional culture and teacher collaboration, buffers the impact of these pressures that diminish teacher morale. Counter to past research, we find that a strong collective pedagogical teacher culture does not buffer teachers from the ill effects of negative workplace conditions in the form of accountability pressures. We also find that accountability pressures in the form of district dismissals are associated with a higher likelihood of teachers leaving their school, and this relationship is not mitigated by strong professional culture. We conclude that accountability pressures partly undermine goals of improving performance and equity in public schools by sowing seeds of teacher dissatisfaction and contributing to teacher turnover, thus thwarting student achievement in struggling schools.

Does Middle School Teachers’ Grit Have an Impact on Creative Teaching Behavior? : The Mediating Effects of Resilience and Perceived School Organizational Culture.

Does Middle School Teachers’ Grit Have an Impact on Creative Teaching Behavior? : The Mediating Effects of Resilience and Perceived School Organizational Culture.

A study on the characteristics of school organizational culture in South Korea: Identifying latent classes, tracking changes, and analyzing the determinants of classes

A study on the characteristics of school organizational culture in South Korea: Identifying latent classes, tracking changes, and analyzing the determinants of classes

Efecto modulador del liderazgo transformacional en el estrés laboral y la efectividad escolar percibida por trabajadores de educación básica de Ciudad Guzmán, Jalisco

El estrés laboral docente, y su impacto en la efectividad escolar es un tema relevante y de importancia, tanto científico como social. Estudiar el estrés laboral del magisterio es una necesidad en el contexto educativo pues permite trazar medidas preventivas y de afrontamiento. El contexto de la posmodernidad y de un mundo tecno-globalizado, repercute en este nivel educativo tanto en su misión como en su función social, los trabajadores de educación básica no solo tienen por encargo la formación del niño o adolescente, sino también cubrir los espacios de aprendizaje que la familia no puede suplir unido a las demandas de eficacia y a la influencia de las condiciones de trabajo en la cultura organizacional escolar.
 El propósito del presente estudio fue determinar un modelo explicativo que corrobore el efecto moderador del liderazgo transformacional sobre el efecto negativo del estrés laboral sobre la efectividad escolar en los docentes de escuelas de educación básica de Ciudad Guzmán, Jalisco. Se asumió un diseño de investigación de tipo no experimental transversal y con alcance explicativo. Se declara de esta forma, pues se observa el estilo de liderazgo, el estrés laboral y la efectividad escolar, tal como se presentan en el contexto de la educación básica por lo que no se construye ninguna situación, sino que se observan situaciones ya existentes. La metodología es cuantitativa, se utiliza un modelo de moderación a través de la interface process en el programa SPSS.25.
 Se evidencia en el presente estudio, que existe, relación –negativa- entre el estilo de liderazgo transformacional y el estrés laboral docente percibido. En el mismo tenor, se muestra como hallazgo la relación negativa entre el estrés laboral y la efectividad escolar percibida. Se demuestra que, a mayor estrés, menor será la percepción de efectividad escolar, por tanto, el resultado avala la necesidad de intervención para reducir el estrés laboral y potenciar la efectividad de las escuelas estudiadas. El liderazgo transformacional constituye un modulador del estrés laboral y la eficacia escolar por lo que se demuestra que directores capaces de influir como modelos en sus trabajadores, con adecuado uso del carisma y tolerancia psicológica, así como con una actitud personalizada y más humana hacia sus trabajadores garantizarán escuelas que resulten menos afectadas por estrés laboral, más efectivas en su misión social, organizacional y, por tanto, más saludables.

The Influence of Teachers’ Teaching Skills and School Organizational Culture on Students’Achievement

This research aims to investigate the effect of the teachers’ teaching skills and school organizational culture on the students’ learning achievement in English. The research was ex-post facto quantitative. The population comprised all Year VIII students of six SMPN’s in the District of Sintang. A sample of 260 students from six schools based on Krejcie and Morgan formula was established using the cluster sampling technique. The data were collected through Likert-scale questionnaires. The validity of the instrument was assessed in terms of content validity. The data were analyzed using the multiple linier regression analysis with two independent variables, anova test, and test of multiple linier regression analysis prerequisites (test of multicolinearity, heteroscedasticity, normality, and linierity). The results of the regression testing on the variable of teachers’ teaching skills show the coefficient β = 0.030, p <0.0001 (significant). The variable of school organizational culture shows the coefficient β = 0.014, p < 0.0001 (significant). The effect of these two variables together showsR² = 0.155, Ftest = 23.593, p < 0.0001 (significant). It is concluded that both teachers’ teaching skills and school organizational culture collectively have a significant effect on the English learning achievement. Keywords: teachers’ teaching skills, school organizational culture, English learning achievement

Pengaruh Budaya Organisasi Sekolah Terhadap Kinerja Guru SMA Negeri di Kota Mataram

The aimed of this study was to determine the effect of school organizational culture on the performance of teachers of public high schools in the city of Mataram. This research is a quantitative research with ex-post facto method. The population of this study were all teachers of SMA 1 and SMA 5 Mataram, totaling 137. The study sample consisted of 58 teachers taken by probability sampling techniques. The instrument of this study used a questionnaire. The data analysis technique in this study used statistical analysis namely simple regression test and multiple regression. The results of this study are that organizational culture has a positive effect on teacher performance of Public High Schools in Mataram City by 55.2%. Thus, it can be concluded that the better the school's organizational culture, the performance of teachers in public high schools in the city of Mataram will increase.

Teacher efficacy, subjective happiness, school organizational culture of high school teachers, effects on teaching immersion.

Teacher efficacy, subjective happiness, school organizational culture of high school teachers, effects on teaching immersion.

Ritual as Work Strategy: A Window into Organizational Culture

Learning in cooperation and/or collaboration with others is embedded in many higher education settings. Research on learning communities of various types often focuses on academic performance and pedagogical and curriculum enhancements. Our intent was to explore the cultural aspects of peer-to-peer collaboration. We apply the analytic lens of ritual to understand how engineering majors manage this “betwixt and between” phase of their lives prior to graduation. Our ethnographic and survey data go beyond confirming the emergence of “communitas” (an egalitarian and collaborative community spirit) among these undergraduates, to examine its value, how it works, and why it is sustained. We argue that students learn and adopt various work strategies, many of which are collaborative efforts, in response to the engineering school's organizational culture. This research raises options for new collaborations to transform the organizational culture while enhancing student performance and the college experience.

Islamic Crash Course as a Leadership Strategy of School Principals in Strengthening School Organizational Culture

This study aimed to describe nyantri (Islamic crash course) program as a leadership strategy adopted by school principals in strengthening the school organizational culture. This study used a qualitative approach via theoretical phenomenology orientation and a multicase design. The data collection was done through observation, documentation, and in-depth interviews. The validity of the data was measured by data reduction, data presentation, and conclusion. The results of this study found three models of Islamic crash course performed: tashih, that is, Al-Qur’an reading competence, taushiyah (Islamic lecture) of leadership values, and apprenticeship for the application of a santri’s (Islamic crash course student) character values. The benefits for the teachers are the preservation of their Al-Qur’an reading competence and the improved intensity of the leadership and application of Islamic values, which form the school organizational culture. An integration of values rooted from the three models into the institutional vision could strengthen the school organizational culture to improve school achievement.

Structural Relationships between Primary School Teachers' Job Performance Readiness, Learning Agility, Job Autonomy, School Organizational Culture, and School Organizational Commitment

Structural Relationships between Primary School Teachers' Job Performance Readiness, Learning Agility, Job Autonomy, School Organizational Culture, and School Organizational Commitment

The Structural Relationship among Middle School Teachers’ Perceived School Organizational Culture, Teacher Efficacy for Teacher-Student Relations, Intercultural Sensitivity, and Multi-cultural Teaching Competence

The Structural Relationship among Middle School Teachers’ Perceived School Organizational Culture, Teacher Efficacy for Teacher-Student Relations, Intercultural Sensitivity, and Multi-cultural Teaching Competence

Analysis on Effect of Innovation School on Quality of Middle School Students' Life: Focusing on School Organizational Culture of Innovation School

Analysis on Effect of Innovation School on Quality of Middle School Students' Life: Focusing on School Organizational Culture of Innovation School

The Relationship Between Perceived School Organizational Culture and Multi-Cultural Teaching Competence for Elementary School Teachers: the mediating effects of teacher efficacy for positive teacher-student relations and adaptive resilience

The Relationship Between Perceived School Organizational Culture and Multi-Cultural Teaching Competence for Elementary School Teachers: the mediating effects of teacher efficacy for positive teacher-student relations and adaptive resilience

HUBUNGAN BUDAYA ORGANISASI, MOTIVASI KERJA DAN IMBALAN DENGAN KOMITMEN ORGANISASI KEPALA SMP NEGERI KOTA MEDAN

Lack of teacher commitment is indicated by the results of monitoring and evaluation (monev) of the Section Head and the Education Sector Team of the Medan City Education Office, which show that there are still many teachers who do not meet 6.25 hours per day of work. This study aims at finding the relationship between organizational culture, work motivation and rewards partially and simultaneously with the organizational commitment of the Head of the Medan City Junior High School. The population of this research is 45 people. A census sample is used to determine the number of samples and total amount of sample is 45 people. Data collection techniques in this study are questionnaires, interviews and documentation studies while the data analysis technique used is the classical assumption test, correlation analysis, partial test, simultaneous test and the coefficient of determination. The results show that the organizational culture variable had a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the school organizational culture, the better the organizational commitment of the school principal. The work motivation variable has a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the work motivation, the better the school principal's organizational commitment will be. Employee benefits variable has a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the employee benefits, the better the school principal's organizational commitment will be. The variables of organizational culture, work motivation, and employee benefits simultaneously have a significant relationship with the organizational commitment of the Head of Medan City Junior High School, with an Fcount of 89.900> F table of 3.156, so a decision is made, H0 is rejected and Ha is accepted. As much as 85.20% of the variation in organizational commitment can be explained by organizational culture, work motivation, and rewards, while the remaining 14.80% is explained by other factors, such as variables of work facilities and leadership. It is recommended that school principals need to carry out their responsibilities with full awareness without any compulsion, while the government through the education office needs to provide broad opportunities for school principals to make policies related to schools. Principals need to be given opportunities to develop abilities through education and training, and principals who excel need to be given more appropriate rewards. The principal needs to be given an income by considering the overall work as a school principal, so that the overall income received is more satisfying for the principal. Further research is needed by other researchers using more independent variables to see the relationship with the principal's commitment.

Influence of ‘green school certification’ on students' environmental literacy and adoption of sustainable practice by schools

Abstract The whole-school approach to sustainability is recognized as a vital educational component for moving toward sustainable societies. ‘Green-school certification’ in Israel, as a whole-school sustainability program, integrates: changes in school operations, incorporating sustainability content in the curriculum and building links with local communities; aiming that sustainability become the students' mindset and the school's organizational culture. This study investigated the influence of this program on: 1) upper primary students' environmental literacy, using a closed and open-ended questionnaire; 2) incorporating sustainable practice in the schools' operations, using an ‘environmental visibility’ tool. Students' environmental literacy and the school's environmental performance were higher in schools that had moved to the advanced certification. Despite this, the educational gains lag behind achievements in the schools' environmental performance. Recycling is perceived as the foremost means for environmentally-responsible behavior and students do not relate between their personal materialistic consumption and its environmental consequences. This implies that the program needs to advance from ‘light green’ sustainability education to tackle consumption, as a major issue of modern society, from the more fundamental transitions required in lifestyles and values. Another major challenge is maintaining the school's long-term commitment to sustainability post-certification. Suggestions are provided for addressing these issues that may increase the contribution of this framework, as the educational channel for national SD policy, to promote sustainability.

Is there such a thing as school quality culture?

PurposeThe purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business.Design/methodology/approachThe paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education.FindingsThe paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs.Research limitations/implicationsThe reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work.Practical implicationsThis paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions.Originality/valueApart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.

The Effect of Leadership Style and Organizational Culture Toward Teacher Motivation of MTs Arrohman Jombang in Academic of 2016/2017

Leadership style and organizational culture in an organization has big effect toward the growth of employee motivation to work. In education as well as, the school leadership style and organizational culture have influence of teachers’ motivation in conducting their tasks. The study is aimed to describe how far the school leadership style and organizational culture influence teachers’ motivation to work at MTs Arrohman Jombang. This study is quantitative and questionnaire as the instrument. The result shows that the leadership style and organizational culture partially or simultaneously influence significantly on the teachers’ motivation in MTs Arrohman Jombang in academic year of 2015/2016 proved by t-test results t test > t table (3,358 > 2,023) with a significant level of t < 5% (0,002 < 0,05) and Ftest of 79,228 and a significance level of F < 5% (0.000 <0,05). Whereas, the influence of variables of leadership style and organizational culture on the teachers’ motivation was 80,2% and the rest of 19,8% is influenced by other factors

DEVELOPMENT OF AMERICAN SCHOOL ORGANIZATIONAL CULTURE IN THE CONCEPT OF «CARING COMMUNITY»

The paper analyzes one of modern American concepts of school organizational culture, the concept of «caring community». Scientific interest to the phenomenon of organizational culture in the USA appeared in the 70 years of the twentieth century, when for the first time, it was assumed the interconnection of school culture and effective operation of schools. The modern concept of «caring school» arose from the need for profound changes in the internal environment of American high schools, so-called «reculturing»: overcoming racial, ethnic conflicts in schools, reduction of drug abuse, the elimination of violence in schools and disorder mental health of students, empower students and their families. The central idea of this concept is the need for enhanced cooperation between the institutions of school, family and society in order to create a safe environment in the school. An analysis of studies of American educational theorists who study education experience caring communities it is found that the activity of schools of this type is based on the following principles: establishing positive social and interpersonal relationships (connectedness), the existence of broad rights and opportunities for everyone (empowerment), supporting school safety (safety), development of cooperation members of the school community (collaboration), harmonizing the actions of members of the school community (consistency), a sense of common ownership (shared ownership), mutual respect (respect), joy atmosphere (fun). The result of the implementation of the principles of «caring school» concept is changing of the school culture, namely the nature of the relationship between the groups of members involved in her life. Thus, the development of a culture of teamwork makes teachers more supportive of new ideas. The relationship between teachers and students a change in such a way that students begin to be seen as participants in the educational changes that establishes the relationship of mutual respect and trust between the two sides. The relationship between children establish on the model of the relationship between the children in family. Building partnerships between parents, community and school can minimize the risk of conflicts between them, and therefore within the school itself.

PENGARUH GAYA KEPEMIMPINAN, EMPATI DAN MOTIVASI TERHADAP BUDAYA ORGANISASI (Studi Kasus Terhadap Kepala Sekolah Dasar Kota Gorontalo)

Tujuan dari Penelitian ini adalah untuk mengetahui pengaruh gaya kepemimpinan, empati dan motivasi terhadap budaya organisasi kepala sekolah dasar kota Gorontalo. Objek penelitian ini adalah Sekolah Dasar dengan subjek kepala sekolah sebanyak 55 orang.Empat variabel dari data penelitian di kumpul melalui instrumen berupa angket yang valid dan reliabel. Analisis statistik data penelitian menggunakan analisis jalur dengan signifikansi sesuai dengan output SPSS 22.0 Temuan penelitian menunjukkan bahwa terdapat pengaruh langsung positif gaya kepemimpinan, empati kepala sekolah, motivasi terhadap budaya organisasi sekolah.Terdapat pengaruh langsung positif gaya kepemimpinan terhadap empati dan motivasi kepala sekolah.Purpose of the study to determine the effect of leadership style, empathy, and motivation of on the organization culture as the principal basis of Gorontalo city. The study object is the subject of elementary school principals as many as 55 people. Four variables of the data gathered through the research questionnaire instrument valid and reliable. Statistical analysis of research data using path analysis with significance in accordance with the output of spss 22.0 Findings of this study indicate that there is a positive direct effect of leadership style, the principal emphaty, motivation toward school organizational culture. There is a direct positive leadership style of emphaty and motivation principals.

Mediating Effect of School Organizational Culture between Elementary School Principal’s Authentic Leadership and School Organizational Effectiveness

Mediating Effect of School Organizational Culture between Elementary School Principal’s Authentic Leadership and School Organizational Effectiveness