Volume 4, Issue 3 (September 2025)
IJER 2025, 4(3): 0-0 |
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Khorshidi M M, Keshtkar Z, Shamsizadeh hayatdavodi D. (2025). Examining the Impact of Organizational Culture on Organizational Wisdom and Organizational Commitment among Primary School Teachers in Boushehr. IJER. 4(3),
URL: http://ijer.hormozgan.ac.ir/article-1-427-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-427-en.html
1- Research Assistant Professor, Farajah Center for Strategic Studies , M.khorshidi59@gmail.com
2- Department of Educational sciences, BGe.C., Islamic Azad University, Bandar Genaveh, Iran
2- Department of Educational sciences, BGe.C., Islamic Azad University, Bandar Genaveh, Iran
Abstract: (172 Views)
Objective: This study aimed to examine the effect of organizational culture on organizational wisdom and organizational commitment among primary school teachers in the city of Bushehr.
Methods: This applied research was conducted using a descriptive–survey method. The statistical population consisted of all primary school teachers working in Bushehr during the 2024–2025 academic year. Using cluster sampling, 291 teachers were selected from a total of 1,200 as the research sample. Data were collected using Denison’s Organizational Culture Questionnaire (2002), Brown and Green’s Organizational Wisdom Questionnaire (2006), and Gallup’s Organizational Commitment Questionnaire (1999).
Results: Findings revealed that organizational culture had a positive and significant effect on teachers’ organizational wisdom, meaning that improvements in organizational culture were associated with higher levels of organizational wisdom. Similarly, organizational culture had a positive and significant effect on teachers’ organizational commitment, indicating that as organizational culture improved, teachers’ sense of commitment also increased.
Conclusions: The results suggest that fostering a positive and participatory organizational culture in schools can enhance teachers’ cognitive and professional capabilities, as well as strengthen their loyalty and organizational commitment. These findings can serve as a practical guide for educational managers and policymakers in improving the quality of the educational system.
Methods: This applied research was conducted using a descriptive–survey method. The statistical population consisted of all primary school teachers working in Bushehr during the 2024–2025 academic year. Using cluster sampling, 291 teachers were selected from a total of 1,200 as the research sample. Data were collected using Denison’s Organizational Culture Questionnaire (2002), Brown and Green’s Organizational Wisdom Questionnaire (2006), and Gallup’s Organizational Commitment Questionnaire (1999).
Results: Findings revealed that organizational culture had a positive and significant effect on teachers’ organizational wisdom, meaning that improvements in organizational culture were associated with higher levels of organizational wisdom. Similarly, organizational culture had a positive and significant effect on teachers’ organizational commitment, indicating that as organizational culture improved, teachers’ sense of commitment also increased.
Conclusions: The results suggest that fostering a positive and participatory organizational culture in schools can enhance teachers’ cognitive and professional capabilities, as well as strengthen their loyalty and organizational commitment. These findings can serve as a practical guide for educational managers and policymakers in improving the quality of the educational system.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/04/7 | Accepted: 2025/07/30 | Published: 2025/09/10
Received: 2025/04/7 | Accepted: 2025/07/30 | Published: 2025/09/10
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