Examination of school culture in the administration processes of primary schools in the Republic of Azerbaijan, the Republic of Türkiye and England

This research investigates the role of school culture in the management processes of primary schools in Azerbaijan, Turkey, and England using qualitative methods, particularly document analysis. By examining cultural landscapes, the study aims to identify similarities, differences, and contextual nuances in management practices. The research utilizes official documents, policies, and administrative materials to reveal implicit cultural elements in educational institutions' operational frameworks. School culture, encompassing the behavior of students, teachers, and administrators, plays a crucial role in primary school management in all three countries. While each country has its unique cultural values, they all emphasize academic success and discipline. The study observes a shift towards participatory and inclusive management in Turkey and Azerbaijan, promoting collaboration and teacher involvement. In England, there is a focus on school autonomy and accountability, leading to diverse management practices and school cultures. The research underscores the significance of cultural values like trust and open communication in effective leadership and decision-making. The findings emphasize that primary school management processes significantly shape and manage school culture, influencing the environment, community sense, and shared vision. The study provides insights into fostering and sustaining school culture to benefit students, teachers, and the broader community. This information is valuable for researchers and educators seeking to understand the role of culture in education and management, aiding in the development of more effective management frameworks that consider cultural factors.