Developing a Paradigmatic Model of the Organizational Culture of Elementary School Teachers in Kermanshah Province
Subject Areas :saydah bahramiyan 1 , Faranak Moosavi 2 * , maryam eslampanah 3 , Elham Kaveani 4
1 - Faranak Mosavi Assistant Professor, Islamic Azad University, Kermanshah Branch
2 - دانشیار گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
3 - عضوهیات علمی مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاداسلامی، واحدکرمانشاه، ایران
4 - Educational Sciences, Graduate Studies, Islamic Azad University, Kermanshah, Iran
Keywords: Organizational culture, elementary school teachers, education, elementary education, quality of education,
Abstract :
Background: Organizational culture plays a significant role in the performance and effectiveness of teachers. This study aims to examine and develop a paradigmatic model of the organizational culture of elementary school teachers in Kermanshah Province. Objective: The objective of this research is to present a model of the organizational culture of elementary school teachers in Kermanshah Province to identify and analyze its various dimensions. Methods: This research was conducted using a qualitative method and grounded theory based on the systematic approach of Corbin and Strauss. The statistical population included educational management professors, managers, and teachers from the Department of Education in Kermanshah Province. Through purposive sampling and until reaching theoretical saturation, 16 individuals were selected as the sample. Data were collected through in-depth and semi-structured interviews. Content validity was confirmed using the Lawshe content validity ratio, and reliability was verified with an inter-coder agreement rate of 83.87%. Data analysis was performed using NVIVO10 software. Findings: Ultimately, 12 categories were identified within the six dimensions of the paradigmatic model, including causal conditions (2 categories), the main category: organizational culture (2 categories), strategies (2 categories), contextual conditions (2 categories), intervening conditions (2 categories), and outcomes (2 categories). Conclusion: Utilizing causal conditions, intervening conditions, and contextual conditions with appropriate strategies leads to achieving desirable outcomes in the organizational culture of elementary school teachers.
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