Teachers' perceptions of organizational culture and motivation in primary and middle schools (Nevşehir sample)

The aim of the study is to analyse the perception of organizational culture and motivation of the primary and secondary school teachers. Within the scope of the study, teachers' organisational culture and motivation perceptions were described and whether their perception is statistically differs among some variables such as gender, seniority, branch, and the length of the work experience in the school they are employed was analysed. Furthermore, the relationship between organisational culture and motivation perception of the teachers were examined and if teachers' motivation perception can be predicted by their organizational culture perception was questioned. The study was carried out with 159 primary and 165 secondary school teachers who are working in central Nevşehir in the 2017- 2018 academic year. The Organizational Culture Scale (İpek, 1999) and the Teacher Motivation Scale (Uçar, 2014) were used in data gathering process. Study participants' organizational culture perception mean score was analysed under power culture, role culture, success culture and support culture sub-dimensions and their motivation perception mean score was sub-scaled as internal and external motivation. The t-test and the one-way analysis of variance (ANOVA) were applied in order to analyse whether these motivation sub-scores and organizational culture sub-scores are significantly different among the variables of gender, seniority, branch and length of work experience in the schools they are currently working. Moreover, the relationship between sub-dimensions of organizational culture and sub-dimensions of motivation perceptions were analysed with correlation and regression analysis. The result of the study is while participating teachers' intrinsic motivation levels are mostly within "agree" level, external motivation levels are mostly within "strongly agree" level. The highest mean scores of organizational culture perception of teachers was shown in support culture sub-dimension and followed by success, role and power culture respectively. It is observed that there are a positive and medium level relationship between intrinsic motivation and organizational culture sub-dimension. Also, a positive and, weak and medium level relationship are demonstrated between extrinsic motivation and organizational culture sub-dimensions. Regression analysis was applied in order to find out the estimate level of motivation perception of teachers from organizational culture perception. It was found out that 13% of extrinsic motivation perception variance and 25% of intrinsic motivation perception can be explained by organizational culture perception of teachers.