Scholarly record

ANALYSING THE ORGANIZATIONAL CULTURE OF ELENA VACARESCU GYMNASIUM SCHOOL STARTING FROM THE MODEL OF GEERT HOFSTEDE

F. Oroles, A. P. Raluca, N. F. Neagu, R. Iancu

Abstract

The concept of organizational culture is of maximum interest worldwide. The wish for performance growth in forms generated in the seventh decade of the 20th century preoccupations for the analysis of this concept. A particular aspect of organizational culture is the culture of the school organization, the school presenting specific, particular aspects. Analysing the organizational culture of the school institution, Elena Vacarescu School, starting from the model of Geert Hofstede, we found the following: В• Average distance from power determined by the optimal, democratic, participatory relationship between teachers and the school management team. В• In the class dominates the participative dimension, the pupil being an active agent in the training - educational process. В• Exceeding the magistrocentric model in which the teacher was the main agent in education and replacing it with a sociocentric, interactive model where the initiatives come from both teachers and pupils. В• Parents educate pupils to treat teachers, schoolmasters and school personnel with respect, by promoting as well respect and assertivity with pupils. The culture of the school organization is not a purely theoretical concept but one with a strong praxiological impact. From the praxiological point of view, it (the concept) offers the possibility to efficiently value human, material, procedural, financial resources so as to ensure institutional change and development. Knowledge of organizational culture is useful because it is the most important, long-term anticipatory element of an organization, regardless of its specificity. Also, understanding and knowing the organizational culture is essential in situations where it is necessary to adapt to conditions of change. Organizational culture is the most important factor of any institutional change approach. Referring to the organizational culture of school institutions, we need to eliminate those dominant features that can hinder the process of reconciling the culture of the school organization with the international education systems.

Publication details

Back to publication list