Predicting organizational commitment from organizational culture in Turkish primary schools

Ipek, Cemalettin

doi:10.1007/s12564-010-9097-x

Cited by 20 publications

(10 citation statements)

References 42 publications

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“…Bogler and Nir (2015) found that perceived organisational support positively explained variance in teachers' OC. Ipek's (2010) analysis of school culture dimensions indicated that support culture positively predicted both teachers' AC and NC. Nayir (2012) reported that supervisor support emerged as a strong predictor of teachers' NC, and Shapira-Lishchinsky and Rosenblatt (2009, 2010) described how a caring climate was associated with teachers' AC and NC.…”

Section: Inspiring Visionmentioning

confidence: 98%

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

Berkovich¹,

Bogler²

2020

Educational Management Administration & Leadership

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The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers’ psychological capital – mediated the impact of effective school leadership on teachers’ organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research.

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Section: Inspiring Visionmentioning

confidence: 98%

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

Berkovich¹,

Bogler²

2020

Educational Management Administration & Leadership

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“…Teachers' job satisfaction (Gligorović, Nikolić, Terek, Glušac, & Ivan Tasić, 2016) (Kılınç, 2014). School culture is also significant for performance (Karadağ, 2009) and teachers' organizational commitment (İpek, 2010;Ayık & Ataş, 2014). It is a determinant between effective and ineffective schools (Schoen & Teddlie, 2008).…”

Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in Southeastern Turkey. A mixed research methodology was used in the study. A one-group pre-and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre-and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.

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“…Organizational culture has a critical relationship with teacher motivation because it determines the way in which teachers behave and perform (Ipek, 2010). However, the analysis of the relationship between school organizational culture and teacher motivation must be addressed meticulously, because different cultures have distinct effects on teacher motivation.…”

Section: Discussionmentioning

confidence: 99%

“…Organizational culture refers to the set of shared values and assumptions that determine a teacher's behaviour (Ipek, 2010;Schneider et al, 2013). Negis-Isik and Gursel (2013) found that organizational culture was fundamental to a school's success and that it significantly affected teacher satisfaction and motivation.…”

mentioning

confidence: 99%

Relationship BetweenTeacher Motivation and Organizational Variables: ALiterature Review

Viseu

Jesus

Rus

et al. 2016

Paidéia (Ribeirão Preto)

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Abstract:Teacher motivation plays a central role in education because of its impact on student motivation. Previous reviews of teacher motivation have focused on individual variables and psychopathology indicators. However, it is also important to understand the effect of organizational variables on teacher motivation because these highlight the context that the teacher is a part of (i.e., the school). The literature review in this paper analysed studies related to teacher motivation and a pre-defined group of organizational variables that were published between 1990 and 2014 in several electronic databases. The study found that organizational culture was the most studied variable associated with teacher motivation and most studies in this area were published between 2010 and 2014. Further, there was a prevalence of quantitative studies. This paper concludes with the theoretical and practical implications of the results, as well as suggestions for future research directions.Keywords: school environment, employee motivation, literature review, organizational behavior, teaching work A Relação Entre a Motivação Docente e Variáveis Organizacionais: Revisão da LiteraturaResumo: A motivação docente ocupa um papel central na área da educação, especialmente pelo seu impacto na motivação dos alunos. Revisões anteriores sobre este tema focaram-se, maioritariamente, em variáveis individuais e indicadores de psicopatologia. Todavia, é importante analisar as variáveis organizacionais associadas à motivação docente, uma vez que estas salientam a importância do contexto onde o docente está inserido (i.e., a escola). Desta forma, a presente revisão da literatura procurou efetuar um levantamento dos estudos, publicados entre 1990-2014 e disponíveis em várias bases de dados eletrónicas, que relacionam a motivação docente e um conjunto pré-definido de variáveis organizacionais. Os resultados obtidos demonstraram que a cultura organizacional foi a variável mais estudada em conjunto com a motivação docente, a maioria dos estudos foi publicado entre 2010-2014 e que existiu um domínio de metodologias quantitativas. São apresentadas as implicações teórico-práticas dos resultados obtidos, bem como se indicam sugestões para futuras investigações.Palavras-chave: ambiente escolar, motivação do empregado, revisão de literatura, comportamento organizacional, trabalho docente La Relación Entre la Motivación Docente y Variables de la Organización: Revisión de la LiteraturaResumen: La motivación docente ocupa un papel central en el área de la educación, sobre todo por su impacto en la motivación de los alumnos. La mayoría de las revisiones anteriores sobre este tema se han centrado en variables individuales e indicadores de psicopatología. Es importante analizar las variables de la organización asociadas a la motivación docente, ya que estas subrayan la importancia del contexto donde está el docente. Esta revisión de la literatura ha procurado recoger los estudios, publicados entre 1990-2014 y disponibles en varias bases de datos, que relaciona...

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Predicting organizational commitment from organizational culture in Turkish primary schools

Cited by 20 publications

References 42 publications

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Relationship BetweenTeacher Motivation and Organizational Variables: ALiterature Review

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