Abstract:

Schools have unique organizational cultures and produce educational services for stakeholders. The positive organizational culture created by schools positively affects the working climate in the school. It also plays an important role in achieving the school's goals. This study aims to investigate organizational cultures in pre-schools education institutions on the basis of views of pre-school teachers in terms of different variables. Survey method was used in the study. In order to collect data “School Culture Scale” developed by Terzi (2015) was applied to 205 pre-school teachers. 182 returned questionnaires were analyzed through the use of SPSS 22 statistics software. Independent Samples T Test, One Way ANOVA and Pearson Momentum Correlation Coefficient tests were employed for data analysis. Findings of the study illustrate that “Task Culture” is the dominant type of culture in pre-school education institutions. “Bureaucratic Culture” is found to be less dominant culture in pre-schools. It was also found that there is a high level, in positive direction and significant relationship between the “support culture” that exists in schools and the “achievement culture”. Study results show that bureaucratic culture sub-dimension and general cultural structure differ significantly in favor of teachers working in kindergartens. It was also found that there was no statistically significant difference between the views of the teachers regarding the cultural structure and sub-dimensions existing in preschool education institutions in terms of gender, teaching experience, degree level and working duration at present school variables. At the end of the study it was recommended that school administrators should develop a supportive attitude to teachers by acting more sensitively towards teachers' feelings and thoughts in order to disseminate achievement culture in pre-schools.

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