The relationship between organizational culture and political tactics in schools

This study aimed to examine the relationship between teachers' perceptions of organizational culture and their perceptions of psychological empowerment. Data were collected from 309 teachers using organizational culture and psychological empowerment scales. T-tests were employed to compare binary variables, while one-way ANOVA was used for comparisons involving three or more categories. Correlation analysis was utilized to assess the relationship between variables. Additionally, regression analysis was conducted to determine whether organizational culture predicts psychological empowerment. The findings of the study indicated that teachers identified task culture as the most significant culture within educational institutions, followed by achievement, support, and a least bureaucratic culture. Furthermore, it was established that teachers exhibited a notable degree of psychological empowerment. With regard to the psychological empowerment dimensions, the teachers in question reported feeling most empowered in the areas of meaningfulness, followed by competence, autonomy, and influence. While task, support, and achievement cultures are perceived to be of greater importance by teachers, female teachers report higher levels of psychological empowerment in the meaningfulness dimension than male teachers. Furthermore, teachers in quantitative disciplines report greater feelings of empowerment in the impact dimension of psychological empowerment compared to their counterparts in the classroom. With regard to the age factor, the findings indicated that older teachers were more likely to perceive task culture than younger teachers, whereas younger teachers exhibited a stronger perception of psychological empowerment in the meaningfulness dimension. Teachers with 21 or more years of experience in the profession exhibited higher perceptions of task culture than teachers with 0-5 years of experience. Conversely, primary school teachers reported greater competence than high school teachers in terms of psychological empowerment. Finally, a significant relationship was identified between teachers' perceptions of organizational culture and their perceptions of psychological empowerment. It was determined that organizational culture types explained 13% of teachers' perceptions of psychological empowerment. In alignment with these findings, it is recommended that educational institutions prioritize the establishment of task- and achievement-oriented cultures, which have been demonstrated to foster positive outcomes for teachers' psychological empowerment. Furthermore, it is suggested that future studies incorporate additional variables to investigate the potential mediating or moderating effects of these variables.