Secondary school administratiors practices management by values with the relationship between school culture

As material and spiritual dimension of the social life, culture is a social product that gives the social structure its social content, creates and develops national identity. Societies differ from one another with their cultural structures. Beliefs shared by a society, traditions and values all combined constitute the culture in its integrity. Values, as an important component of the culture, gives life a meaning, guiding individual lives by setting the criteria for the acceptable and unacceptable behaviors. All the acts of human life revolve around, and are determined by, values. Values can be defined as the standards guiding individuals.Administration guided by values is an approach that unifies members of a group around common values and enables them to act in a value-centered manner. According to this approach, the most important element that would create a spirit of unity is the shared values. The main assumption underlying the management guided by values is that man is being acting according to values.Institutions also have their own values just as societies and individuals. Values of an educational institution uphold their status and acceptability. Shared values create a sense of connectedness among the stakeholders of an institution, and establish a constructive communication. Common institutional values are the building blocks of institutional life and play an explanatory role. Values direct members of a group to the same direction and guide them in their daily conduct. In school life administrators and teachers face many problems related to values. Administrators are the individuals who have the responsibility to choose and to decide; they take values as a reference point in their daily acts and decisions during an organizational process. Therefore every administrator come face to face with various options of values. The values that shape people?s conduct on individual level constitute and shape the culture of the institution on an institutional level. Through a systematic examination of values reasons underlying a behavior can be analyzed. The manner in which educational administrators evaluate the administrative process and the perspective from which they look to administrative life are determined by the values they adopt. The present research aiming to establish the correlation between school culture and values is divided into five chapters: In the first Chapter, I discuss the problem, the purpose and the importance of the research, and I indicate the limitations of the research together with the definitions used in it. In the second Chapter theoretical bases of the research and previous research conducted so far in this field are presented. In the third Chapter I concentrate on the methodology of the research. In the fourth Chapter I present the findings and interpretation of this study. Finally, in the fifth Chapter I summarize the outcomes and recommendations. This research aims to establish the correlation between values and administrative practice in the school culture based on the administrators? and teachers? considerations. The research?s domain includes middle schools in the city of Elazig, and its sampling comes from 21 middle schools in total from 5 school districts, 11 of which are from the city center and 10 of which are from villages. Data gathering tool in scanning model `Value-based administration scale? and `School Culture Scale? are used. In the analysis of the data techniques such as arithmetical average, standard turning, t test, one way variance analysis and correlation analysis were used, and the following results have been obtained: According to the results of the research, there is a positive correlation on an average level between values and administrative practice in the school culture. Those who attended the research have a high level of opinion about values and administrative practice in the school culture. Perceptions of ?institutional values? and ?individual values?, gender differences, marital status, age, education, major, service period variables in school locations do not show any significant difference in value-based administration.There is no significant difference in perceptions in terms of ?climate?, ?communication?, ?participation?, ?Supervision? and ?Meetings? factors as well as marital status, educational background, service period and school location.However findings show that perceptions of the variables of gender and work hours do differ. ?Participation? and ?communication? in the variable of gender significantly differ. In both factors perception average of male educators are higher than those of female educators. Also in the ?meetings? factor, there is an important perception difference between in the service period. In the service period variable educators who served 1?5 years have a higher level of perception average than those who served 6?10 and 11?15 years, and consider the ?meetings? factor in a more positive manner.There is an average correlation between administrative practice based on values and school culture. The administrators? value-based practice affects their relationship with teacher, productivity, institutional harmony and connectedness and job satisfaction. Also value-based administrative practice plays an important role in teachers? perception of self-identity as valuable members of the school community. Key Words: School culture, values, value-based administration