Considering simple and multiple relationships of organizational culture and its components with high school teachers’ effectiveness

Abstract

The present study aimed to investigate simple and multiple relationships of organizational culture and its components (creativity and innovation, competitiveness, attention to group, attention to organizational members, attention to details, attention to result and output, and stability and durability) with teachers’ effectiveness in high schools of the city of Shavor. For this purpose, samples consisting of 184 female and male teachers of these schools were chosen by using stratified random sampling. To collect data, they were given the two realized questionnaires of organizational culture (using Robins and Denison’s pattern) and teachers’ effectiveness. Results of this study indicated that there was generally a relationship between organizational culture and teacher effectiveness. Furthermore, there was a significant relationship between components of organizational culture except “attention to details” and “attention to output and results” with teacher effectiveness. In addition, attention to group, creativity and innovation were respectively considered the best predictors of teacher effectiveness.