General Education Reform as Organizational Change: The Importance of Integrating Cultural and Structural Change

Effect of transformational and transactional leadership styles of school principals on organizational culture<p>Okul müdürlerinin dönüşümcü ve işlemci liderlik stillerinin örgüt kültürüne etkisi

“…A positive and powerful organizational culture strengthens the trust and commitment of all employees including teachers to their institution in educational institution, ensures making efforts beyond expectations (Cropanzano, Rupp & Byrne, 2003;Ellett & Teddlie, 2003;Koblas, 1983), and allows for the development of an open, healthy and constructive communication system among all individuals in the organization (Hepburn, 1983;Vansickle, 1983). From this point of view, the concept of organizational culture has recently been the most important subjects to which importance is given and on which many researches are carried out (Aidla & Vadi, 2007;Awbrey, 2005;Carpenter, 2015;Day, Sammons & Gu, 2008;Flores, 2004). It is stated that a strong organizational culture will especially make contribution to school on the following four issues (Deal & Peterson, 1990;Stolp & Smith, 1995) : 1) establishment of a common identity regarding individuals' dedication to their school and objectives, 2) development of a common behavioral style in the face of any event or condition, 3) acting with a team spirit in unity and togetherness through the shared values, beliefs and norms, 4) formation of a natural control mechanism within the frame of the shared mission and goals, and the formation of a disciplined working environment.…”

Views of Primary School Administrators on Change in Schools and Change Management Practices

“…George, White, and Schlaffer (2007) have stated that there has been a great deal of change attempts regarding the education which are planned comprehensively in the last twenty-five years; however most of these attempts have succeeded in a rather limited proportion. With regards to this, Awbrey (2005) has stated that the most important obstacle for organizational change, generally containing the educational innovation attempts is that the significant effect of organizational culture is not taken into account in the process of change and he has also asserted that in order to provide a successful and continuous change, it is required that the cultural and structural approaches towards change are integrated systematically. Moreover, it is remarked that actualizing a change and its' being long-lasting depends on changing the values and believes of employees working in the organization and thereby, underlying the organizational behaviors, the basic premises, which are quite difficult for even the employees working in the organization to be known or recognized.…”

Modelos de educação geral na experiência universitária americana

“…A cultura administrativa externa favorece a responsabilização (´accountability´) do modelo e sua preocupação em responder às demandas dos constituintes externos. Esse modelo também é receptivo a dar voz a segmentos do mundo acadêmico, anteriormente marginalizados pela hegemonia da tradição intelectual do Ocidente (AWBREY, 2005).…”

“…Segundo este modelo, é parte da tradição intelectual do Ocidente conceber a separação entre teoria e prática e atribuir valor superior à teoria. Ora, as habilidades se equiparam à prática e o conhecimento aplicado é visto por esta perspectiva como uma forma inferior de educação (AWBREY, 2005). Por outro lado, alguns aspectos positivos do modelo de cidadão efetivo têm sido destacados por entidades avaliadoras.…”