The Relation between Organizational Culture and Improvement in the Quality of Secondary School Performance in Isfahan

Subject Areas : Research in Curriculum Planning

Ghodratollah Alizadeh ¹ , GhorbanAli Salimi ²

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Received: 2017-10-17 Accepted : 2017-10-17 Published : 2007-06-22

Keywords: educational administration, education quality, Organizational Culture, quality improvement, education,

Abstract :

Abstract In this study, the researcher has studied the relation between the organizational culture and improvement in the secondary schools performance. The statistical population comprises all boys' and girls' high school principals and teachers from the five areas and from Jey district in 2006-2007 , to taling 7069 in number. Using randomized stratified sampling proportionate to the sample size,294 principals and teachers (76 principals and 218 teachers) were selected for the sample size. The measurement instrument was and organizational culture questionnaire. The three components: teamwork, attention to the client's needs and preparing the ground for organizational learning were classified as quality improvement components and such components as enablement and delegation of power to employees, development of abilities in high school teachers and employees, attention to pivotal values, attracting the agreement of high school teachers and employees, creation of coordination and integrity among employees, preparing the ground for change a school classified as organizational culture components. As the questionnaire was standardized, it was valid and based on the cronbach's Alpha, the reliability was 0.96 to analyze the data, statistical methods including freqvency Distribution Table, percentiles, mean store, standard deviation and graphs were used descriptively and analysis of variance for multiple variables, independent t-test, Pearson's correlation index and Tuckey tests were used inferentially, Data analysis indicated that there was a relation between organizational culture and improvement in the performance of Esfahan high schools' further, there was a positive and significant relation between enablement and power delegation to employment (r=0.679), development of high school teachers' and employees' capabilities (r=0.68 ), attention to pivotal values (r=0.556 ), attracting the agreement of high school teachers and employees (r=0.596 ), effective leadership (r=0.751 ), attention to long-term and short-term goals (r=0.669 ) and attention to broad perspectives at school (r=0.649 ) and quality improvement.