Clan Culture in Organizational Leadership and Strategic Emphases: Expectations among School Teachers in India

Autor/inn/en	Chennatuserry, Joseph Chacko; Elangovan, N.; George, Louis; Thomas, Kennedy Andrew
Titel	Clan Culture in Organizational Leadership and Strategic Emphases: Expectations among School Teachers in India
Quelle	In: Journal of School Administration Research and Development, 7 (2022) 1, S.50-59 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-8496
Schlagwörter	Foreign Countries; School Culture; Educational Policy; Teacher Attitudes; Preferences; School Administration; Administrative Organization; Teacher Administrator Relationship; Human Capital; Trust (Psychology); Participative Decision Making; Secondary School Teachers; India + Suchen Sie Ihr Suchwort? Ausland; Schulkultur; Schulleben; Politics of education; Bildungspolitik; Lehrerverhalten; Humankapital; Indien
Abstract	Understanding the current and preferred organizational culture among school teachers in India is a primary requirement, particularly when the National Educational Policy (NEP) is being implemented. Measuring the competing values using the Organizational Culture Assessment Instrument (OCAI) provides information about the dominant characteristics of the organizational culture and the school teachers' preferences. We surveyed school teachers and received 273 responses. Research revealed that clan culture is the overall current and preferred organizational culture type. Many of the results are not a surprise. However, we found that organizational leadership is currently in the hierarchy culture and strategic emphasis is on adhocracy, whereas teachers prefer a clan culture on these dimensions. Teachers expect school leaders to be the ones who facilitate the path to achieve, provide mentoring, and are instrumental in team building. They prefer a culture that provides for the development of human capital, promotes high trust and transparency among teachers, and offers an opportunity to participate in decision-making. This study is unique as it measures schools' organizational culture that has not been done earlier in the Indian context. The results suggest implications on the leadership practices and the strategic emphasis that need to change, in order to facilitate the implementation of the National Education Policy (NEP). (As Provided).
Anmerkungen	Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01