Teachers’ Perceptions on the Organizational Culture of the Greek Public Secondary Education

Abstract

This research aims to diagnose the organizational culture in the Greek public secondary education, examining the teachers’ perceptions. The Organizational Culture Assessment Instrument, tracing behavior norms, using the current school culture type and the type preferred as more appropriate in the next five years, was chosen for data collection. It is based upon Cameron and Quinn’s Competing Values Framework (2006), including the clan, adhocracy, market and hierarchical/bureaucratic culture types. 444 questionnaires were collected from 357 schools in Greece. The findings designated the hierarchical/bureaucratic type as the current prevailing one, and showed a strong presence of the clan, yet a weaker one of the adhocracy and market types. On the preferred model, the clan type was strongly featured, whereas the hierarchical/bureaucratic type exhibited strong decreasing tendencies. The influence of the demographic factors, such as gender and age, did not appear to diversify the teachers’ views. Indications imply the intention to change the Greek public secondary education’s culture.