Influence of Organizational Culture on the Job Motivations of Lifelong Learning Center Teachers

Hakkı ÇAKIR, Yusuf Alpaydin
Interdisciplinary Journal of e-Skills and Lifelong Learning  •  Volume 15  •  2019  •  pp. 121-133

The aim of the research was to examine the relationship between the sub-dimensions of organizational culture perceptions, such as task culture, success culture, support culture, and bureaucratic culture and job motivations of ISMEK Lifelong Learning Center teachers.

It is thought that if teachers’ perceptions of organizational culture and levels of job motivation are assessed and the effects of school culture on the motivation level of teachers investigated, solutions to identified problems can be developed.

The study was conducted using survey research. The sample population consisted of 354 teachers working for the Istanbul Metropolitan Municipality’s Lifelong Learning Center (ISMEK). The personal information form prepared by the researchers, the School Culture Scale developed by Terzi (2005) and the Job Motivation Scale developed by Aksoy (2006) were administered to the teachers.

This study will contribute to research on the job motivations of teachers involved in adult education.

The findings indicated that task culture differs according to gender. Teachers report high levels of job motivation, but job motivation varies with gender, education level, and number of years working at the ISMEK Lifelong Learning Center. A significant relationship was found between sub-dimensions of organizational culture and job motivation. Organizational culture explains more than half of the change in job motivation. The sub-dimensions of organizational culture, task culture, achievement culture, and support culture were found to be significantly predictive of job motivation.

In order to increase motivation of teachers, a success-oriented structure should be formed within the organization. It is necessary for teachers and managers to support each other and to establish a support culture in their institutions. In order to establish a culture of support, managers need to receive in-service training.

This study was carried out in the ISMEK Lifelong Learning Center and similar studies can be done in classrooms, training centers, and study centers.

Teachers working in adult education should be afforded a more comfortable working environment that will positively impact job motivation, resulting in a higher quality of education for students. Therefore, this research may contribute to an increase in the number of students who engage in lifelong learning opportunities.

This qualitative study utilized a relational survey model. A more in-depth qualitative study employing observation and interviews is warranted.

adult education, lifelong learning, organizational culture, job motivation
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