The effect of organizational culture on organizational creativity in Afghanistan private secondary schools

This research was conducted to understand the effect of organizational culture on organizational creativity in educational organizations from the perspective of teachers in secondary private schools. This study has a qualitative research model and the interview method was used. The working group is in Kabul City, Afghanistan consists of 27 teachers working in private schools. When selecting teachers, attention was paid to the fact that they were different in different fields, at different ages, and had different tenures in the current school. Data collection tool was developed together with the researcher's consultant. Research data was obtained by one-on-one interview method. The interviews were audio recorded and then converted into text. The opinions of the participants are given by coding. Teachers distinguish their schools from other schools. They saw it in the physical space and environment of the school, teaching methods, capacity and abilities of the teacher, school facilities, school rules, educational facilities, school building, management style, school culture, employees' beliefs and the quality of the work carried out. Again, teachers saw the difference of their school from other schools as the appropriate atmosphere and environment of the school, the quality of teaching, the examination system, the training of teachers, the responsibility of teachers and the school budget. Teachers understand organizational culture; They stated that it is a set of values, beliefs, habits, practices, behaviors and rules that are valid in an organization and direct the behavior of its members, and that they are the features that distinguish one organization from another. Teachers stated that their schools have democratic management and focus on the workforce. Teachers stated that there is a culture of harmony, cooperation and acting together in their schools. While most teachers expressed the positive aspects of the dominant culture in the school, some stated that there were cultural problems in schools and that they needed to be corrected. Teachers stated that their schools have a collaborative culture where quality comes before quantity. Teachers stated that a sense of unity prevails in their schools, the individual is given importance, and people are valued. Teachers see creativity as new ideas, inventions, products and services. Teachers' creative practices in their schools; seminars, supporting courses and active teaching methods. Teachers emphasized that educational technologies, laboratories and libraries are important in creating a creative educational environment. Teachers stated that their schools support creativity, but their budgets are not sufficient. They stated that the issues that hinder creativity are the rules and procedures set by the Ministry of Education, teachers' lack of knowledge, lack of resources, and lack of support. On the other hand, the low salaries of teachers, the fact that they have to do other jobs, or the fact that they teach in two schools are also stated as factors that hinder creativity. Participants stated that the school's organizational culture had a direct and significant impact on the creativity of its members. They saw the internalization of organizational values, administrator behavior, and teacher qualifications as important factors in the emergence of creativity. Keywords: Organizational culture, Organizational creativity, Secondary School Teachers, Afghanistan