Identifying the organizational culture of schools in the framework of competitive values of Quinn and Cameron and its relationship with teachers' performance (Case: elementary schools in Tehran)

Undoubtedly, one of the most important missions in education is to organize an organizational strategy in the cultural field and create a suitable organizational culture that affects the performance of teachers. In this research, an attempt has been made to investigate the effect of organizational culture (tribal culture, adhocracy culture, market culture and hierarchical culture) on teachers' performance based on Quinn and Cameron's model. This research is applied and in terms of descriptive-survey method. In order to analyze the research data, descriptive and inferential statistical methods were used and SPSS software was used. The statistical population of this research was primary school teachers of districts 5, 2 and 9 in the academic year (1402-1401) and 300 teachers were selected as a sample using cluster sampling method. The data collection tool was a 24-question standard questionnaire of the Cameron and Quinn (2007) model. The validity of the tool was also obtained from the type of content validity and its reliability using Cronbach's alpha reliability coefficient, equal to 0.89. This study showed that types of organizational culture (tribal culture, adhocracy culture, market culture and hierarchical culture) have statistically significant results. Also, the results of the regression analysis showed that the tribal culture with the highest average score of 3.62 and (sig = 0.62) is the most dominant and desirable type of culture among the schools of the target areas in this research, and it seems necessary to develop a framework that matches this culture.