School Culture as a Predictor of Teacher Professionalism

Abstract

The purpose of this study was to examine the relationship between school culture and teacher professionalism. A total of 386 teachers employed in 18 primary schools in Ankara participated in this study. "Organizational Culture Scale" and "Teacher Professionalism Scale" were used to gather data. Results revealed that primary school teachers' perceptions on task-oriented culture was higher than support-oriented, success-oriented, and bureaucratic cultures and that teachers' perceptions on professionalism were over the midpoint. Support-oriented and task-oriented cultures were positively and significantly associated with teacher professionalism, however, bureaucratic school culture was negatively and significantly associated with teacher professionalism. Results also illustrated that support-oriented, task-oriented, and bureaucratic cultures were the significant predictors of teacher professionalism. Results were discussed with regard to improving teacher professionalism and school culture.