Analysis of the relationship between the organizational culture profile of schools and their organizational learning

This research designed in relational survey model as a quantitative research aims to describe the prominent organizational culture in schools and to determine their relationship with organizational learning. The population of the study consists of 16061 teachers working in public secondary schools in Ankara central districts. Stratified Sampling method, one of the random sampling methods, was used to determine the sample from the population; central districts of Ankara were determined as stratum, and 437 teachers were reached according to the number of schools and teachers in central districts. So as to determine the prominent organizational culture in schools, the Turkish adapted form of the Organizational Culture Assessment Instrument developed by Cameron and Quinn (2017) was used. On the other hand, in order to determine the perception levels of teachers towards organizational learning, the adapted form to the Turkish education system and culture of the research scale developed by Silins, Mulford and Zarins (1999) between 1997 and 2001 and used in the project named "Leadership for Organizational Learning and Student Outcomes" (LOLSO) was used. For the reliability and validity analysis of the scales, 202 teachers were reached before the main application; with the collected data, Cronbach's Alpha reliability coefficient calculation and Confirmatory Factor Analysis were performed. As a result of the analysis, it was determined that the scales preserved their original forms and gave reliable and valid results in the Ankara sample. In data analysis, the minimum, maximum, mean and standard deviation values -descriptive statistics methods- were calculated, and for more accurate interpretation, the means were scaled in the range of 1-5. In order to examine the differences between variables, after examining the distributions on the basis of groups, independent samples t-test and One-Way ANOVA or Kruskal Wallis test were used according to the condition of meeting the assumption of homogeneity; LSD test or corrected Mann Whitney U test was calculated for multiple comparisons. Pearson correlation coefficient calculation was performed to determine the relationship between organizational culture and organizational learning; a stepwise regression analysis was conducted to examine the effects of organizational culture types on organizational learning. According to the results of the descriptive statistics and the tests of significance, it was observed that clan culture and hierarchy culture became prominent in the secondary schools in central districts of Ankara; prominent organizational cultures differ on the basis of districts; districts differ on the basis of organizational culture, and teachers' organizational learning perception levels were at an average value. In the analyzes examining the relationship between organizational culture types and organizational learning, it has been determined that organizational learning has a high level of positive correlation with clan culture; a medium level of positive correlation with adhocracy culture; a low level of positive correlation with market culture; and a low level of negative correlation with hierarchy culture. In addition, it was concluded from the results of the stepwise regression analysis that a model consisting only of clan culture explains % 58 of organizational learning, and another model consisting of clan culture and adhocracy culture explains % 58 of organizational learning. Based on the results of the research, the relationship of organizational culture with organizational learning and how it affects organizational learning is discussed; recommendations have been made for practitioners, researchers and policy makers.