Mapping an interpretive structural model to establish organizational culture in the education organization using ISM

Subject Areas : Education

Mohammad Khazaei ¹ , roya Afrasiabi ² , maryam hafezian ³

1 - PhD student in Educational Management, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
2 - Assistant Professor, Department of Educational Management, Bijnourd branch,Islamic Azad University, Bojnourd, Iran
3 - Assistant Professor, Department of Educational Management, Bijnourd branch,Islamic Azad University, Bojnourd, Iran

Received: 2020-09-03 Accepted : 2022-12-18 Published : 2022-10-23

Keywords: Organizational Culture, education, Model Design, interpretive structural modeling (ISM),

Abstract :

Introduction: The purpose of this study was to design an organizational culture model in the Education Organization, which was conducted in one of the districts of Mashhad. research methodology: This research is applied in terms of purpose, descriptive-survey in terms of method, and causal in terms of relationships. To determine the sample size, purposeful judgment sampling was performed, based on which 10 experts participated in the research. Initially, by studying the theoretical foundations and expert approval, 14 components were identified for model design. In order to confirm the content validity of these components, the relative content validity coefficient (CVR index) was used. Then, interpretive structural modeling (ISM) was used to design the model. Findings: The results showed that the components were at eight levels. "Organizational structure" was identified as the most important and influential component at the last level and the components of "consequentialism" and "loyalty" were identified as the most influential component. Conclusion: The results of this study showed that managers should strive to enrich the performance of their culture. Management support for the organization's mission and efforts to do its best and control and guide the organization promotes organizational culture. Managers must use "control" and "guidance" mechanisms simultaneously to promote both.  

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