Özet:

The purpose of this study is to examine the cultural structures of primary schools. Subjects of this study were 237 teachers of eight primary school s randomly selected in Giresun province of Turkey. Data were collected via a questionnaire developed by researcher. Data were tabulated by using frequencies and percentages and analyzed by using the independent sample t-test and Pearson moments correlation coefficient. Findings indicated that dominant cultural dimension in primary schools is the task culture. Task culture is followed respectively by success culture, bureaucratic culture, and supportive culture. Female teachers seemed to perceive their schools as more bureaucratic compared to perception of their male colleagues. Examination of the relationship between cultural dimensions indicated positive relationship among four cultural dimensions with the exception of bureaucratic culture. Summary Culture represents a historically transmitted pattern of meaning. Those patterns of meaning are expressed both explicitly through symbols and implicitly in our taken-for granted beliefs. Rhetoric in educational organizations lacks a clear and consistent definition and meaning of school culture. The term of school culture has been used synonymously with a variety of concepts, including “climate” ethos and saga. School culture can be defined as the historically transmitted patterns of meaning that include the norms, values, beliefs, ceremonies, rituals, traditions, and myths, may be in varying degrees, by members of school community. School culture is about commonly held beliefs of teachers, student, and principals. Definitions and understandings of school culture, implicit or explicit and depending on its nature, may be either conducive or detrimental to the business of creating an efficient learning environment. It is important to consider culture as an enigmatic system in the context of schooling because that schools and classrooms are complex cultural setting. School culture can also affect how problems are being solved, the ways new ideas are implemented, and how people will work together. School culture also correlates with teachers' attitudes towards their work. Positive school culture breeds positive attitudes toward work. Negative school cultures—or school cultures where teachers feel unable to adapt—lead many teachers to leave the organization or continue to work without any ambition and dedication for education and training of children. Principals and other school leaders play key roles in developing a positive school culture through three key processes. First they read the culture, understanding the culture's historical source as well as analyzing current norms and values. Second, they assess the culture, determining which elements of culture support the school's core purposes and mission, and which hinder achieving valued ends. Finally, they actively shape the culture by reinforcing positive aspects and working to transform negative aspects of the culture. This study examines cultural structure in primary schools and whether this structure varies according to demographic characteristics. Method Subjects of this study were 237 teachers of eight primary school s randomly selected in Giresun province of Turkey. Data were collected via a questionnaire developed by researcher. Data were tabulated by using frequencies and percentages and analyzed by using the independent sample t-test and Pearson moments correlation coefficient. Factor analysis was used for examine the cultural dimensions of the instrument. Factor analysis revealed four sub-dimensions of culture; support-oriented, bureaucratic, task-oriented and success-oriented. Reliability of the instrument was assessed by using Cronbach Alpha (α=.84). Results and Discussion The participants perceived their schools' culture, in descending order, task-oriented, success-oriented, bureaucratic and support-oriented. Female teachers seemed to perceive their schools as more bureaucratic compared to perception of their male colleagues. Examination of the relationship between cultural dimensions indicated positive relationship among four cultural dimensions with the exception of bureaucratic culture. According to the results of the study, it can be stated that the dominant culture in primary schools is task-oriented. Having support-oriented culture perceived as the least dominant dimension and task-oriented culture as the most dominant suggests that individuals considerations are less valued compared considerations related to tasks. The fact that the bureaucratic culture ranked in the third can be interpreted as promising since primary schools, by nature, should be organizations based on value.

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