University of agribusiness and rural development, UARD Jubilee International Scientific Conference

Font Size: 
Initial Standardization and Validization of Methodology Measuring Organizational Culture in the Field of Education
Ivaylo Staribratov, Lilia Babakova, Valia Petrova

Last modified: 2018-02-12


This article discusses the notion of organizational culture as a set of ideas about ways of acting, norms of behavior, values, expectations, ideas for the future and the present that are consciously or unconsciously shared by members of the organization. The analysis of organizational culture allows the school to be interpreted as a social system and allows the manager to develop one that motivates teachers and pupils for a higher quality learning process. The author's methodology for diagnosing school culture is conceptualized and the first results of the standardization are presented. Clustering shows the psycho-semantic structure of the initially formed in-line relations. The peculiarities of the interrelations of the psycho-thematic forms and structural parameters of the organizational culture in the school are established and interpreted.

The peculiarities of the organizational culture of the school determine its individuality and uniqueness, the specifics of the reaction of the pedagogical team towards the external and internal events. The understanding of the nature and the nature of the organizational school culture agnoses the human potential of the school, it allows to assess the appropriateness or inadequacy of certain management actions, namely to plan the direction and dynamics of the strategic development of the school's educational and organizational system.


organizational culture, teachers, motivation, diagnostic, human potential of the school


1.  Cameron, K. S. & Quinn R.E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. B.m.: John Wiley & Sons.

2.  Denison, D., Nieminen, L., & Kotrba, L. (2014). Diagnosing organizational cultures: A conceptual and empirical review of culture effectiveness surveys. European Journal of Work and Organizational Psychology, 23(1), 145-161.

3.  Goddard, R. D., Hoy, W. K., & Woolfolk, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37(2), 479–507.

4.  Jung, T., Scott, T., Davies, H. T. O., Bower, P., Whalley, D., McNally, R., et al. (2009). Instruments for exploring organizational culture: A review of the literature. Public Administration Review, 69(6), 1087-1096.

5.  Knox, J. A. (2011). Teachers’ perceptions of job satisfaction and school climate in an era of accountability: A mixed methods study of two high schools on Tennessee’s high priority list. Doctoral dissertation. Интернет-източник:, последен достъп: 12.8.2017

6.  Marchand, A., Haines, V.Y., Dextras-Gauthier J. (2013). Quantitative analysis of organizational culture in occupational health research: a theory-based validation in 30 workplaces of the organizational culture profile instrument. BMC Public Health [online], 13 (1), 443.

7.  Waters, K. K. (2013). The relationship between principals’ leadership styles and job satisfaction as perceived by primary school teachers across NSW independent schools. Doctoral thesis, University of Wollongong, Australia. Интернет-източник, последен достъп: 12.8.2017

8.  Woods, A. M., & Weasmer, J. (2002). Maintaining job satisfaction: Engaging professionals as active participants. The Clearing House, 75(4), 186–189.

Full Text: PDF