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Relationships between organizational culture and performance in Estonian schools with regard to their size and location

In: National and international aspects of organizational culture

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Author Info

  • Anne Aidla

    (University of Tartu)

  • Maaja Vadi

    (University of Tartu)

Abstract

Organizational culture (henceforth referred to as OC) expresses to what extent the members of organization are willing to support each other and also the goals and development of their organization. Previous research has shown that OC has a considerable influence on employees' behavior and work results. The aim of the article is to explore the relationships between the OC estimations and actual school performance vis-à-vis the size and location of Estonian secondary schools. The empirical study (n=558) was conducted in years 2003-2006 among the personnel of 60 Estonian secondary schools. The sample included representatives of school administration, teachers and support personnel. The OC estimations were measured by the OC questionnaire (Vadi et. al., 2002), which reveals task and relationship orientations of OC. For measuring performance, the national examination results were used. The results show that managing and improving of the OC could contribute to the performance of schools.

(This abstract was borrowed from another version of this item.)

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This chapter was published in:

  • Maaja Vadi & Anne Reino & Gerli Hämmal (ed.), 2006. "National And International Aspects Of Organizational Culture," University of Tartu - Faculty of Economics and Business Administration, Faculty of Economics and Business Administration, University of Tartu (Estonia), edition 1, volume 24, number 24, 07.
    This item is provided by Faculty of Economics and Business Administration, University of Tartu (Estonia) in its series University of Tartu - Faculty of Economics and Business Administration with number 24-06.

    Handle: RePEc:mtk:fechap:24-06

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    1. Bradley, Steve & Taylor, Jim, 1998. "The Effect of School Size on Exam Performance in Secondary Schools," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 60(3), pages 291-324, August.
    2. Randall W. Eberts & Ellen K. Schwartz & Joe A. Stone, 1990. "School reform, school size, and student achievement," Economic Review, Federal Reserve Bank of Cleveland, issue Q II, pages 2-15.
    3. Maaja Vadi & Juri Allik & Anu Realo, 2002. "Collectivism And Its Consequences For Organizational Culture," University of Tartu - Faculty of Economics and Business Administration Working Paper Series 12, Faculty of Economics and Business Administration, University of Tartu (Estonia).
    4. repec:lan:wpaper:1092 is not listed on IDEAS
    5. repec:lan:wpaper:1016 is not listed on IDEAS
    6. Richard Barnett & J. Colin Glass & Roger Snowdon & Karl Stringer, 2002. "Size, Performance and Effectiveness: Cost-Constrained Measures of Best-Practice Performance and Secondary-School Size," Education Economics, Taylor & Francis Journals, vol. 10(3), pages 291-311.
    7. Driscoll, Donna & Halcoussis, Dennis & Svorny, Shirley, 2003. "School district size and student performance," Economics of Education Review, Elsevier, vol. 22(2), pages 193-201, April.
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