Int. j. econ. manag. soc. sci., Vol(3), No (12), December, 2014. pp.

883-887

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International Journal of Economy, Management and Social Sciences

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ISSN:
2306-7276

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The Impact of Conceptual Organizational Culture on Teachers SelfRegulated Learning

Marjan Pouresmaeil
M.A. in Educational Management, Department of Post Graduate, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.

Ali Khalkhali*
Assistant Professor, Department of Post Graduate, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
*Corresponding author: khalkhali_ali@yahoo.com

Keywords

Abstract

Organizational culture
Mutative
Pragmatic
Self-regulated learning

The main purpose of the study was to review the impact of the kind of conceptual organizational culture
(transformational and transactional) on the teachers self-regulated learning in high schools of west of Gilan
province. The research method was from the kind of descriptive comparative. The statistical society included the
high schools teachers of west of Gilan. Based on Morgan table and using classified random sampling method
317 teachers were selected as the sample of the research. To gather data the questionnaire of organizational
culture (ODQ) of Boss and Olive and the questionnaire of self-regulated learning (SDLRS) of Goglaylemino
were used. The data analysis was accomplished in two levels of descriptive and inferential statistics.
The results obtained from research findings have indicated that the pragmatic organizational culture of the
school teachers has been moderate and the mutative organizational culture has been lower than moderate. Also,
the state of cognitive and metacognitive strategies of school teachers has been higher than moderate and the
behavioral state of school teachers has been higher than moderate, too. The results observed in motivational
strategy have indicated that the motivational strategy state of the school teachers was higher than moderate.
Also, according to the results obtained it can be said that the female teachers have used more behavioral
strategies compared to male teachers.

1.

Introduction

Schools consist of principals and teachers and the teachers have different values, beliefs and motivations which are uniquehowever. The leadership
method of principals blended with the values and norms and beliefs of teachers constitute the schools culture [13]. Self-regulation has valuable
consequences in the learning, education and even success processes in life and it is one of the important concepts in the contemporary education. The
main frame of self-regulated learning theory is based on this matter that how the people organize their learning in terms of metacognitive,
motivational and behavioral beliefs. Self-regulated learning means the persons capacity for balancing the appropriate behavior with the outer
environments situations and changes; and it consists of the persons abilities in organizing and self-management of his/ her behaviors in order to
reach different purposes of learning. Zimmerman (1989) knows the self-regulated learning in relation with the behavioral, metacognitive and
motivational activities which the students shares in their learning. According to the idea of Pintriich and Digrot (1990) the self-regulated learning is
divided into two strategies of cognitive and metacognitive which include: cognitive strategies including practice, express and organizing skills and
metacognitive strategies including metacognition and individual attempts management skills [12]. Regarded to the necessity and importance of
organizational culture and self-regulation of the school teachers, this articles aim is to examine the impact of the conceptual transformational and
transactional organizational culture on the self-regulated learning of the school teachers.

2.

Theoretical principals and research background

The culture of an organization is a miniature of major cultural processes of the organization environment and the limitations of such a culture is
determined by these processes. Every organization presents the aspects of national, locational, industrial and occupational cultures of the profession
which activates in it [15]. Generally, the culture is presentable in three meanings. The first meaning has a public aspect and is the factor of
distinguishing people from each other as the occupation. In the second meaning which has lexical aspect, the culture is meant to breeding or
educating and in the third meaning the culture is considered from the aspects of anthropology and social science. The one who withdrew the culture
from its classic definition and used it as a synonym of civilization for the first time was Edward Brant Taylor the English anthropologist in 1871.
He considers the culture as an increasingly complex generality which involves knowledge, beliefs, arts, moralities, rules, customs and traditions and
all abilities and habits that the human obtains as a member of the society; such that it is the distinguishing aspect of the human from the other living
creatures [11]. Richard L Deft in a definition considers the culture as a set of values, beliefs, perceptions and inferences and thinking methods that the
members of the organization have common aspects in them. The culture is the same thing that is educated to the amateur members as a true
phenomenon. It is the indicator of the unwritten and intuitive part of the organization. The cultures aim is to give members of the organization a
sense of identity and create commitment in them about the unbelievable beliefs and values. The organizational culture determines the method of
doing affairs in the staff and it is a single perception of the organization which is observed in all members of the organization and indicates the
common and stable features which distinguish the organization from other organizations [21]. It is not a long time that the concept of organizational

Marjan Pouresmaeil, Ali Khalkhali *

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International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

culture has been proposed in the form of the basic field of organizational change and mutation. Nowadays, the mutative plans of the organization
unexceptionally and firstly rely on the human factor and account that as the only significant variable which can have constructive or destructive role
in these plans. According to the fact that the modern mutative plans look at the primary mutation of the organization, so the basic aim of these plans
is to change and mutate the organization culture as the most significant infrastructure of the mutation headstock [29].
The consisting factors of organizational culture are the norms, traditions, formalities and myths [27]. Also Edgar Shine expresses three levels for the
organizational culture: 1- Artifacts and innovations: this level includes the entire phenomenon which a person can see, hear and sense, such as
language, technology, rituals, stories and celebrations, and this level is observable. 2- Supportive values: it includes the values about how the affairs
should be done or in a new situation a person should present what reaction and how he should behave. This level is observable. 3- Main assumptions:
this includes the beliefs about how an organization must act. For instance, making decision in an organization should be done by the people who have
great thoughts or the people who are in higher positions. This level is not observable (HosseinZade, Shahmirzaei&Farhangi, 2013). In an
organization the culture creates different functions and roles. To find that how these functions are accomplished it is briefly referred to the
informative features of these functions. 1) It gives the staff of organization an organizational identity. 2) It eases the group commitment. 3) It
encourages the social stability. 4) The culture forms the members behavior. 5) The organizational culture influences the organization managers
functionality. 6) The culture is considered as a control factor. 7) The culture helps the organization adapt itself with the external environment factors
[13].
Each organization creates its own special culture which has some varieties with the other organizations culture. The organizational culture is the set
of definitions and meanings which are made within the organization; but it is always influenced by the spread culture of the society and social and
historical processes. The societys culture influences on the organizations culture and also the organizational cultures have their own implications on
the process of cultural movements of the society [20]. Youcle (1989) expressed that the organizational culture is a textural perception which various
perspectives are located in it, since the organizations need to strategic thoughts from their leaders, and the strategic thought helps creating and
making future perspective of the organization, this perspective can be pulled toward the leadership structure of culture [22].
At the same time culture can be effective on the individual control methods of the people. Self-regulation is one of the common concepts for
descripting individual controls. Scientists have proposed various perspectives about the self-regulated learning. Some of the scholars look at the selfregulated learning as a process of organizing education and have focused on the rate of independency of the learner in the education process. Some
other consider the self-regulation as an individual character with the aim of descripting the education as the developing people who can have moral,
sensational and intellectual independence [9]. Self-regulation in learning is one method of living [8]. One of the major concepts in the educational
psychology is learning self-regulation. Self-regulation has an important role in learning and education processes and consequences. Numerous
definitions have been presented for the self-regulation learning. Self-regulation learning includes some strategies which students use to set their
cognitions and also it is management strategies which they use to help their learning [24]. Pintriich et al. have identified three general issues from the
strategies which are used by the self-regulated learners as follows: 1) cognitive strategies 2) metacognitive strategies 3) resource management and
control strategies [1]. According to the idea of Bandora (1997), self-regulation is the functionality of the abilities and capabilities of self-directedness,
self-control and self-autarchy. From his idea the mentioned capabilities are under the influence of the peoples belief about self-efficiency in different
activities and behaviors. Self-regulation has been determined as the mental attempts in controlling the inner situations, processes and functions in
order to reach higher purposes [23]. Zimmerman (1990) as one of the social cognitive theorists defined the self-regulation learning strategies as a
type of learning which in it the students start and guide their attempts personally instead of relying on the teachers, parents or other factors in order to
gain knowledge and skill. In other words, he generalized self-regulation to active participation of learner in behavioral, motivational, cognitive and
metacognitive terms in the learning process in order to maximize learning. Also, the successfulness rate of the students in a learning work depends
upon the self-regulation level and strategies which the person has selected for it. There are some strategies which emphasize on active learning and as
a result they have positive effect on educational development and self-regulation. Meaningful learning and the pre organizer pattern are from that
kind [5].
The results obtained from the researches indicate that many students who can set the cognitive, motivational and behavioral aspects of their
educational functionality, has been as a successful learner. These findings indicate that the self-regulated learning as the predictor of educational
function and learners should learn how to set their function in order to gain educational success and in spite of difficulty of homework they should
keep in mind their purposes [7]; and the results of some researches have indicated that there is a meaningful relation between the self-regulated
learning strategies and developing motivation of students. Also, there were a meaningful difference between the gender and self-regulated learning
strategies of the students but there were not any meaningful relation between gender and development motivation of the students. Multiple regression
analysis indicated that from the sub measures of the self-regulated learning strategies, only the strategies of resource management can be a good
predictor of development motivation of the students [16]. And also the obtained results of a study have indicated that there is a meaningful relation
among the organizational culture, emotional intelligence and psychological investment with the carrier self-efficiency and organizational job creation
[21]. And the results have shown that there is meaningful relation between the organizational culture and job motivation with job satisfaction [16].
According to the obtained results in a study, the organizational culture governing public libraries consists of ethnic organizational culture and the
organizational culture of academic libraries is formed from the hierarchical culture. There was no meaningful difference between the public and
academic libraries in terms of organizational culture. There has been no meaningful relation between the user satisfaction of public libraries and the
kind of organizational culture of these libraries; but there has been a meaningful relation between the user satisfaction of academic libraries and the
kind of organizational culture of these libraries [17]. SinaJavdani, Salehi and Qaltash in 2012 in a survey have examined the relation between the
organizational culture and organizational learning with the knowledge management of faculty members of Islamic Azad University. The results
obtained indicated that there is a meaningful relation between the organizational culture and organizational learning with the knowledge
management. There is a meaningful relation between the aspects of organizational culture and knowledge management. There is a meaningful

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The Impact of the type of Conceptual Organizational Culture onTeachers Self-Regulated Learning
International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

relation between the aspects of organizational learning and knowledge management. Akhondi, Qanbari, Nasiri&Niknami 2012 have examined the
relation between the organizational culture and the conception of empowerment of the high schools principals. The findings indicated that there is a
meaningful and positive relation between the organizational culture and the conception of empowerment.

3.

Methodology

The current study is descriptive and of the kind of comparison ones. The statistical society in this study has been all the teachers of high schools of
west Gilan province (8 regions and 1750 teachers). The random classified sampling was used for sampling. The statistical sample was chosen 317
persons according to the formula of estimation minimum sample volume. To gather information two following questionnaire have been used:
a) The organizational descriptive questionnaire (ODQ): the organizational descriptive questionnaire (ODQ) has been designed by Boss and Olive.
The above questionnaire is a 28-items scale with the three parts Thurston spectrum (true and false, and question mark) about the organizational
behavior which has been designed in order to evaluate the pragmatic and mutative leadership culture. This questionnaires validity estimated 95%
based on the Cronbachs alpha coefficient.
b) Self-regulated learning questionnaire (SDLRS): for the dependent variable the questionnaire of preparation scale of self-regulated learning has
been used. Self-regulated learning preparation scale questionnaire (SDLRS) has been designed by Goglaylemino (1977) with 52 five-item questions
in the Likert scale (I agree, I agree very much, I disagree, I perfectly disagree, I have no idea). This questionnaires validity estimated 91% based on
the Cronbachs alpha coefficient, too. To analyze the data the mean, standard deviation, single sample t test and analysis of variance (ANOVA) have
been used.

4.

Findings

In this section the research questions have been analyzed separately and the findings have been reported.
Analysis of the first question: how is the state of the organizational culture type of high school teachers?
To examine this question first the observed means was compared to the expected mean. According to the interpretation and scoring system of the
descriptive questionnaire of organizational culture, the expected mean is 7. Also, the meaningfulness of the differences between the means has been
calculated. The best statistical method for this calculation is the single sample t test. The results have been reported in table 1.
Table 1.descriptive indices of the state of organizational culture type of schools teachers
Variables
Organizational culture type
Self-regulated learning

Aspects
Pragmatic organizational culture
Mutative organizational culture
Cognitive and metacognitive strategy
Behavioral strategy
Motivational strategy

Observed mean
92.7
30.2
61.81
28.41
44.64

Expected mean
7
12/42
69
33
33

T
42.1
74.6
74.15
80.20
99.9

df
316
316
316
316
316

sig
16.0
001.0
001.0
001.0
001.0

The results of table 1 indicate that in the examined sample, the observed means in all aspects except the mutative organizational culture are higher
than the expected means. Also, except the mutative organizational culture these observed differences are meaningful in other cases.
Analysis of the second question: does the type of conceptual organizational culture (transformational and transactional) influence on the teachers
self-regulated learning?
To examine this question the statistical method of analyzing variance has been used. The results are shown in table 3.
Table 9.the results of analysis of variance test of the implication of conceptual organizational culture (transformational and transactional) on self-regulated learning
Variables
Pragmatic organizational culture

Mutative organizational culture

Error

Aspects
Cognitive
Behavioral
Motivational
Cognitive
Behavioral
Motivational
Cognitive and metacognitive
Behavioral
Motivational

Ss
81.1687
05.209
47.1414
76.3847
70.1809
39.1256
12.60230
43.12879
04.107751

Df
1
1
1
1
1
1
314
314
314

Ms
81.1687
05.209
47.1414
76.3847
70.1809
39.1254
82.191
02.41
16.343

F
79.8
10.5
12.4
06.20
12.44
66.3

Sig
003.0
03.0
04.0
001.0
001.0
06.0

The results of table 3 indicate that the pragmatic organizational culture meaningfully influences on the concept of cognitive and metacognitive
learning with the value of F (1, 314) = 8/79, on the conception of behavioral strategies with the value of F (1, 314) = 5.10 and also on the concept of
motivational strategies with the value of F (1, 314) = 44.12 and (P < 0.05). But the mutative organizational culture meaningfully influences on
cognitive and metacognitive strategies with the value of F (1, 314) = 20.06 and also on behavioral strategies with the value of F (1, 314) = 44.22 and
(P < 0.05). But this influence is not statistically meaningful on the concept of motivational strategies with the value of F (1, 314) = 3.66 and (P >
0.05).

Marjan Pouresmaeil, Ali Khalkhali *

886

International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

5.

Conclusion

The implication of the conceptual organizational culture on the self-regulated learning of teachers has been the main aim of the current article. In the
modern world which is the world of organizations, human force is accounted as the most worthwhile organizational resources and the organizational
approaches and activities axis and it plays a basic role in reaching purposes and yearnings. Regarded to the theoretical principals, if our relation
among the educational elements is considered as an important aspect, this kind of relation should exist in the first class. In the educational
management territory when the inter-class relations, organizational culture of the school, social atmosphere of class and such matters were studied, in
fact some kind of inquiry can be deduced about the school culture. Managers and leaders of the organizations can attempt toward creating effective
cultural values which are followed committedly by members. So, managers are not just following the culture but one of the roles of organizations
managers is to create appropriate cultural values. Nowadays this role is one of the most important roles of organizations leaders regarded to the
importance of humans in facing with the environmental changes. The main principle of self-regulated learning is that the learners more effectively
learns when they own are the responsible for their learning. The important factor which influences on the self-regulation or has relation with it is the
directions of development purposes. Purposes direction is the reason that the learners try to get it and it has a significant role in motivating the
person. The students set some purposes for learning attempts and then balance or adopt their cognition, motivation and behavior in order to reach
these purposes [2].
The obtained results from the research findings have indicated that the difference between two means is statistically meaningful about the
transformational and transactional organizational culture. Meanwhile, the transactional organizational culture of the school teachers is moderate and
the transformational organizational culture of the school teachers is lower than moderate. In other words it can be said that the teachers have more
transactional organizational culture. These findings are compatible with the research results of SeyedNour, Hayati, Agbahi (2012). They examined
the simple and multiple relation of organizational culture and its concepts with the efficiency of teacher. The results indicated that generally there is
relation between the organizational culture and the efficiency of teacher. Also, there was a meaningful relation between the concepts of
organizational culture except paying attention to details and paying attention to the output and results with the efficiency of teacher. Moreover,
paying attention to the group and creativity and innovation orderly was accounted as the best predicators of the efficiency of teacher. Also, these
findings are compatible with the results of study of ability from Shahroudi and Mahram (2011). They examined the empowerment of teachers of
elementary school and its relation with the organizational culture and its concepts in their study and indicated that all of the concepts of
organizational culture have had a direct and meaningful relation with the empowerment score of the sample projects teachers.
Another section of the results of the current study indicated that the difference between two means is statistically meaningful in cognitive and
metacognitive strategies. In fact, the state of cognitive and metacognitive strategies of the school teachers has been higher than moderate. These
results are compatible with the study of Akbari, MoradKhani (2009) about self-efficiency of teachers in Iran. According to the results obtained from
analysis of variance the implication of pragmatic organizational culture on the cognitive and metacognitive strategies concept of learning and on the
behavioral strategies concept and on the motivational strategies concept is statistically meaningful. Also, the implication of the transformational
organizational culture on the cognitive and metacognitive strategies concept of learning and on the behavioral strategies concept is statistically
meaningful. But it is not statistically meaningful on the motivational strategies concept. These findings are compatible with the study results of
Davoudi, Bahari and MirzaJani (2011).
It seems that the self-regulated learning having a special quality can help the teacher in his/ her mission and propel him/ her toward his/ her goals.
Especially it will help the teacher in the field of creating suitable class management. So, when teacher has a strong mindset based on cognitions and
necessary information, he/ she can be successful in the appropriate human relations with the students and follow his/ her great goals. New generation
should learn the learning for living method in order to live in the future. Therefore, the attitude of the research culture and self-learning should
be expanded among them. Then it should be started from childhood and from the schools, because the schools are valves of entering to the world of
development, progress and balance. Considering serious and perceiving the necessity of the continuous reforms in the schools and education system
in all the levels of queue and staff of ministry of education and schools all over the country and the start point of reforms in schools is believing in the
idea that does not consider the school just as an educational organization but considers it as a small society.

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