Investigation of the relationship between teachers and administrators' glass ceiling perceptions and organizational culture

This study aims to examine the glass ceiling perceptions of female teachers and education administrators working in preschool, primary and secondary public schools affiliated to the Ministry of National Education (MoNE) by some variables and determine the relationship between the dominant organizational culture in these schools. Quantitative correlational approach was adopted. 373 female teachers and 78 female education administrators working in public schools at different levels in the eight central districts of Ankara, Türkiye in 2021-2022 academic year participated. Data was collected through "Glass Ceiling Syndrome Scale" and "School Culture Scale". Having ensured the validity and reliability of the scales, SPSS 28.0 was used in data analysis. Descriptive statistics, t-test, ANOVA and multiple regression analyzes were utilized. The findings demonstrated the glass ceiling perceptions of participants were high, differed significantly by the age variable, but did not show a significant difference by marital status, title, seniority, and educational status. The organizational culture dimension perceived at the highest level is duty culture. The culture of success and support was also felt at high level. The bureaucratic culture is the least felt organizational culture dimension. No relationship was found between the glass ceiling perceptions and the duty and success culture. While there was a positive, significant, low-level relationship between the support culture and the glass ceiling perceptions of the participants, there was negative, significant, low-level relationship between the bureaucratic culture. It has been concluded that the organizational culture of the MoNE public schools is a significant predictor of the glass ceiling perception.