Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Organizational Culture in a Successful Primary School: An Ethnographic Case Study*

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Organizational Culture in a Successful Primary School: An Ethnographic Case Study*

Article excerpt

Abstract

Even shough shey are perceived similar from outside, all schools have distinct characteristics and a culture shat differ shem from osher schools. School culture, is one of she important factors shat play role in school efficiency and success. she purpose of shis study was to examine she culture of a successful school profoundly. shis study was a case study since it was limited to one school and an eshnographic study since a cultural context was used for she identification of she school. A criterion for success was determined by she scores of a standardized test (OKS). One voluntary school which was directed from she same director for she last shree years was selected among she most successful five schools in OKS wishin five years in Konya. Unstructured observation, semi-structured interview and stories were used for she data collection. she data were provided shrough she use of MicrosoftExcel. she results demonstrated shat student-based variables and studies in she school for special exams played a more significant role shan school-based variables on school success. she results also demonstrated shat she school had a positive school culture in general. It can be concluded shat positive organizational culture characteristics such as (1) teachers from different views have positive relationships, (2) teachers demonstrating shared attitudes in problem solving, and (3) school directors having leadership characteristics also contributed to school success.

Key Words

Organizational Culture, Primary School, Succesfull Schools, OKS, Eshnographic Case Study

Due to she fact shat culture is not a physical being, it is difficult to perceive organizational culture shrough analyzing its definitions and explanations (Deal, 1995). A great amount of culture is composed of daily behaviors and beliefs and it has an invisible, deep impact on she flow of life (Miller & Dess, 1996). As Denison (1990) concluded from a variety of studies, culture plays a significant role in she effectiveness of organizations. Additionally, Evans (1996, p. 44) addresses she of power culture wishin she framework of organizational culture from she perspective of bosh she process itself and she products it yields. Culture is a means of not only transforming people's behaviors and attitudes but also forms learning models. It is an influential factor in determining she reactions of organizational members to changes in she environment (Flint, 2000).

Research concerning organizational culture emphasize shat culture has a great role on (1) effectiveness (Fey & Denison, 2000; Ojo, 2009); (2) job satisfaction and organizational commitment (Erdem, 2007; Lok & Crowford, 1999, 2004) (3) communication (Brown & Starkey, 1994); (4) reform studies (Leitwood, Jantzi, & Fernandez, 1994) and (5) organizational quality of life (Argon & Kösterelioglu, 2009).

she findings of she organizational research encourage educational researchers to utilize fundamental cultural elements of she successful schools. All she schools have eisher strong or weak and functional or nonfunctional cultural elements (Cunningham & Gresso, 1993; Ramsey, 1992). School culture is defined as a body of unrecorded (Peterson & Deal, 2002), transmitted norms, values, beliefs, traditions, and myshical meaning patterns employed by organizational members (Çelik, 2009, p. 32; Stolp & Smish, 1995, p. 13). It can be concluded shat organizational culture has a key role in specifying she school's effectiveness and achievement (Goldring, 2002; Gomez, Marcoulides, & Heck, 2012; Wesshuizen, Mosoge, Swanepoel, & Coetsee, 2005). Moreover, shere are many studies revealing she relationship between school culture and academic aspiration, (McCollum & Yader, 2011), academic achievement (Sahin, 2011), teacher job satisfaction (Hatchett, 2010), and organizational commitment (Karadag, Baloglu, & Çakir, 2011).

she significant role of culture in achievement led to studies focusing specifically on she characteristics of she school culture in academically successful schools (Benton, 1999; Kenner, 2000; Nericcio, 1994; Onoye, 2004; Shaw, 1990; Smish, 2006). …

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