Organisational culture in imam hatip schools (Kastamonu province sample)

In this study; The views and perceptions of teachers and administrators working in imam hatip high schools and imam hatip secondary schools in Kastamonu province regarding the institutional culture in imam hatip schools are discussed. For this reason, it is aimed to contribute to the development of these schools by examining the institutional culture formed in imam hatip schools and to help create the opportunities and conditions for more efficient working. Qualitative method multiple case design was used in the research. In this study, 44 participants were interviewed in order to examine and reveal the opinions of teachers and administrators in Kastamonu about imam hatip schools. The data obtained through the interview were coded using the Nvivo12 program, and categories and themes were created. As a result of the research, the opinions of the teachers and administrators participating in the research were discussed under the headings of school values and identity, institutional functioning and practices, motivation and school commitment. School values and identity, expectations from imam hatip schools, view of imam hatip schools, communication and social relations, school-social environment relations, spiritual climate and moral values, teacher education and competence were evaluated under six headings. Institutional functioning and practices in Imam Hatip schools; democratic management and participation, cooperation, support and trust, the school's personnel adequacy, administrator characteristics and practices, in-school harmony and school success. Motivation and commitment to the school in imam hatip schools; considered as individual and organizational factors. The teacher's love for his profession and students, the purpose of the task, the effort given, the expectations and expectations are met as individual factors affecting the motivation and commitment of teachers and administrators to the school; The organizational factors affecting motivation and school commitment were evaluated as the attitudes and approaches of the administrators, a warm environment knitted with love, and environmental-external factors. It is thought that the results of the research will contribute to a better understanding of the school culture in imam hatip schools and to the development of the institutional culture in these schools. At the end of the research, conclusions and recommendations are given.