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Organizational cultures in education: Theory-based use of an instrument for identifying school culture.

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Title: Organizational cultures in education: Theory-based use of an instrument for identifying school culture.
Alternate Title: Organisationskultur im schulischen Kontext: Einsatz eines theoriebasierten Instruments zur Erforschung von Schulkultur.
Authors: Berkemeyer, Nils1, Junker, Robin2, Bos, Wilfried3, Müthing, Kathrin4
Source: Journal for Educational Research Online / Journal für Bildungsforschung Online. 2015, Vol. 7 Issue 3, p86-102. 17p. 2 Charts, 3 Graphs.
Subject Terms: *School environment, *Corporate culture
Abstract (English): To date, educational research has not provided a sufficiently consistent theoretical foundation for the term ‘school culture’. This study takes a first step to address this research gap by outlining a theoretical underpinning for empirically examining characteristics of school culture over time. Based on Cameron and Quinn’s (2006) Organizational Culture Assessment Instrument (OCAI), a questionnaire was designed to describe different types of school culture (OCAI-SK; Müthing, 2013). This questionnaire was given to 40 German schools and filled out by 1,058 teachers at the first point of measurement and by 773 teachers at the second point of measurement. The findings show that the OCAI-SK is a reliable instrument which can be used to investigate school culture. The use of chi-square tests revealed that school cultures were quite stable over time, whereas a Latent Class Analysis (LCA) revealed four main cultural profiles of schools. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]
Abstract (German): Die bisherige Diskussion des Schulkulturkonzepts im Diskurs der Erziehungswissenschaft war nicht ausreichend, um ein durchgängig konsistentes theoretisches Bild skizzieren zu können. Trotz dieser Einschränkungen präsentiert die vorliegende Studie einen empirischen Zugang, der basierend auf dem theoretisch und empirisch elaborierten Competing Values Framework (Quinn & Rohrbaugh, 1983) und dem daran anlehnenden Organizational Culture Assessment Instrument (OCAI; Cameron & Quinn, 2006) versucht, ein für Schulen neu entwickeltes Messinstrument (OCAI-SK; Müthing, 2013) zu erproben, um schließlich charakteristische Kulturmerkmale der Einzelschulen über die Zeit zu beschreiben. Der OCAI-SK wurde in 40 deutschen Schulen von 1058 Lehrern zum ersten und 773 Lehrern zum zweiten Messzeitpunkt beantwortet. Es stellte sich heraus, dass der OCAI-SK als reliables Instrument zur Beschreibung von Schulkultur betitelt werden kann. Durch die Verwendung eines χ²-Tests wurde festgestellt, dass die Kulturen der Schulen über die Zeit recht stabil waren, während eine Latente Klassenanalyse (LCA) die vier häufi gsten Schulkulturprofi le ausfi ndig machen konnte. Die Implikationen dieser Ergebnisse werden diskutiert. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:To date, educational research has not provided a sufficiently consistent theoretical foundation for the term ‘school culture’. This study takes a first step to address this research gap by outlining a theoretical underpinning for empirically examining characteristics of school culture over time. Based on Cameron and Quinn’s (2006) Organizational Culture Assessment Instrument (OCAI), a questionnaire was designed to describe different types of school culture (OCAI-SK; Müthing, 2013). This questionnaire was given to 40 German schools and filled out by 1,058 teachers at the first point of measurement and by 773 teachers at the second point of measurement. The findings show that the OCAI-SK is a reliable instrument which can be used to investigate school culture. The use of chi-square tests revealed that school cultures were quite stable over time, whereas a Latent Class Analysis (LCA) revealed four main cultural profiles of schools. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]
ISSN:18666671