An Analysis of the Relationship between the Organizational Culture and the Performance of Staff Work Groups in Schools and the Development of an Explanatory Model

Autor/inn/en	James, Chris; Connolly, Michael
Titel	An Analysis of the Relationship between the Organizational Culture and the Performance of Staff Work Groups in Schools and the Development of an Explanatory Model
Quelle	In: International Journal of Leadership in Education, 12 (2009) 4, S.389-407 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Foreign Countries; Academic Achievement; Models; Disadvantaged; Leadership Effectiveness; Principals; Teacher Effectiveness; Educational Environment; School Effectiveness; Educational Practices; School Culture; Case Studies; Interviews; Subcultures; Organizational Culture; Reflective Teaching; Organizational Climate; Elementary Schools; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Analogiemodell; Führungseffizienz; Principal; Schulleiter; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schuleffizienz; Bildungspraxis; Schulkultur; Schulleben; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Subculture; Subkultur; Unternehmenskultur; Organisationsklima; Elementary school; Grundschule; Volksschule
Abstract	This article analyses the concept of organizational culture and the relationship between the organizational culture and the performance of staff work groups in schools. The article draws upon a study of 12 schools in Wales, UK, which despite being in disadvantaged settings have high levels of pupil attainment. A model is developed linking the organizational culture of the staff group to performance as measured by pupil attainment using the conceptual analysis and the interpretation of the research findings. In the model, organizational culture, as a root metaphor, is defined by the organizing metaphors "productive", "strong" and "highly inclusive". The absence of substantial subcultures, the head teacher's leadership and reflective practice are important influences on the overall organizational culture and play a part in linking organizational culture and performance. In the model, the organizational culture underpins practices that bear directly on the primary task which is in itself of considerable cultural importance. The primary task has two dimensions. The first is concerned with optimizing current teaching for learning and the second with improving future teaching for learning. A task of this kind, its cultural significance and an organizational culture that underpins work on the task are likely to lead to high performance. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10