| Autor: |
Jacqueline Kareem, Harold Andrew Patrick, Veerta Tantia, Sharon Valarmathi B |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Data in Brief, Vol 42, Iss , Pp 108179- (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2352-3409 |
| DOI: |
10.1016/j.dib.2022.108179 |
| Popis: |
Culture can be understood as an explicit social product arising from social interaction as an intentional or unintentional consequence of behavior. Educational Institutions culture differs from other organizational cultures as it impacts teachers' performance and students' learning. In this survey the definition of organizational culture used is given by Schein, “The deeper level of basic assumptions and beliefs that are, learned responses to the group's problems of survival in its external environment and its problems of internal integration; are shared by members of an organization; that operate unconsciously; and that define in a basic ‘taken -for-granted’ fashion in an organization's view of itself and its environment” [1]. The data contains 1158 cases collected from K-12 School teachers on their perception of values and beliefs of their organizational culture using the OCTAPACE scale. Convenience sampling is used to obtain the data from teachers. The questionnaire was administered personally to teachers from sixty-five Private aided, Private unaided and Government schools. The eight dimensions measuring values and beliefs of Educational Institutions organizational culture are Pro-action, Authenticity, Openness, Collaboration, Experimenting, Trust, Confrontation and Autonomy. Descriptive statistics are computed from the dataset. The dataset can be used by researchers for meta analysis on organizational culture and school management can explore in depth the need for an organizational culture of autonomy, experimenting, collaboration and openness among teachers. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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