View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 120949187
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Organizational cultures in education: Theory-based use of an instrument for identifying school culture.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Organisationskultur im schulischen Kontext: Einsatz eines theoriebasierten Instruments zur Erforschung von Schulkultur.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Berkemeyer%2C+Nils%22">Berkemeyer, Nils</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Junker%2C+Robin%22">Junker, Robin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Bos%2C+Wilfried%22">Bos, Wilfried</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Müthing%2C+Kathrin%22">Müthing, Kathrin</searchLink><relatesTo>4</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+for+Educational+Research+Online+%2F+Journal+für+Bildungsforschung+Online%22">Journal for Educational Research Online / Journal für Bildungsforschung Online</searchLink>. 2015, Vol. 7 Issue 3, p86-102. 17p. 2 Charts, 3 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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]
– Name: Abstract
  Label: Abstract (German)
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120949187
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 86
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Corporate culture
        Type: general
    Titles:
      – TitleFull: Organizational cultures in education: Theory-based use of an instrument for identifying school culture.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Berkemeyer, Nils
      – PersonEntity:
          Name:
            NameFull: Junker, Robin
      – PersonEntity:
          Name:
            NameFull: Bos, Wilfried
      – PersonEntity:
          Name:
            NameFull: Müthing, Kathrin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: 2015
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 18666671
          Numbering:
            – Type: volume
              Value: 7
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal for Educational Research Online / Journal für Bildungsforschung Online
              Type: main
ResultId 1