This study describes and assesses the organisational culture of a particular primary school
in the Northern Territory through examination of two research questions: 1. To what extent
is the organisational culture of the school cohesive, strong and concentrated? 2. To what
extent can the organisational culture of the school be described as a particular type(s) of
culture?
The development of the concept of organisational culture is outlined through a survey and
analysis of the literature. This study takes the view of culture as 'root metaphor'. The
relationship between cultural strength and effectiveness, particularly in the school context,
is examined to provide a rationale for the study.
From the literature review the study develops a number of methodological, analytical and
interpretative frameworks to provide an underlying structure to address the research
questions.
The research methodology is qualitative, drawing largely on ethnographic approaches. The
researcher spent extensive time in the school under study as 'participant observer'. Data
gathering was carried out in four ways 1. Collection of written material.2. Researcher's
observational notes. 3. Interviewing, both informal and semi-structured 4. Administration
to school teaching staff of the Owens and Steinhoff (1989) Organisational Culture
Assessment Inventory.
The findings are presented under seven themes or sets of themes, seen to be indicative of
the core operating values of the school:
Stability, Tradition and Formality
Caring
Co-operation, Support and Sharing
Commitment and Participation
High Standards
Recognition and Pride
Flexibility.
The strength and inter-relationship of the seven themes is explored via a conceptual map.
The study concludes that the organisational culture of the school under study can be
considered to be cohesive, strong and concentrated to a significant extent but that it is
difficult to conclude that the culture can be described as any particular type. Rather, it is
concluded that it could be described as a number of particular types.
Finally, what emerges of particular significance from this study is the role played by the
principal of the school in forming, shaping and modelling its values system. It is
concluded that educational leaders must also be cultural leaders, be aware of the need for all
members of the school community to be involved in this process and engage, encourage
and reward their participation.
| Identifer | oai:union.ndltd.org:ADTP/219468 |
| Date | January 1993 |
| Creators | Withnell, Helen Margaret, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Helen Margaret Withnell |
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