Introduction
Most managers know that organizational culture affects the effectiveness of innovation. This knowledge does not make it easier to implement interventions and change. Employees may ignore the tasks just because these tasks conflict with the existing organizational culture. Organizational culture is the norms and values most of the organization’s employees share. Educational organizations shape the culture based on their moral and strategic principles. Examples can be interaction patterns between employees, common ideological views, rules of conduct, and traditions. Organizational culture is a powerful factor for intrinsic motivation and innovation. It influences people’s behavior and unites them to achieve common goals.
Organizational culture in education
Organizational culture became widely known in the 80s when researchers realized the close relationship between an organization’s culture and its ability to achieve high student’s outcomes and effectively apply innovations. Organizational culture bridges the gap between what is formally expected of employees and what happens (Saad & Kaurá, 2020). Culture expresses and explains how members govern their working day, the forms of communication and activities, and the rules, practices, and customs that govern the organization’s life.
Examples of organizational cultures are Clan, Adhocracy, Hierarchy, and Market. These models are formed based on the concept of competing values. Most schools use a clan system that strongly emphasizes relationships, personal development, and mentoring (Neto & Machado, 2022). Most teachers are satisfied when their students become responsible young people and succeed. Administrators also want teachers to develop professionally and build healthy relationships in the team.
An adhocracy culture emphasizes innovation, experimentation, and risk-taking. This is not the most common culture in educational organizations, especially in schools where the focus is more on social culture than pushing boundaries (Neto & Machado, 2022). An opposite situation is observed in universities, where the introduction of innovation is the requirement of the era to create and adapt new models in the fields of artificial intelligence, digital change, and ecology (Carayannis & Morawska-Jancelewicz, 2022). Another effective model for innovation is the market model. For education systems, it is rarely effective, as it requires quick, result-oriented decisions, while educational organizations, in many cases, should take time to make decisions and focus more on relationships.
The most conservative model is the hierarchical model, which relies on experience, precision, caution, and strict adherence to rules. This is a standard model in educational organizations, which have established working systems and do not want to break them. Implementing innovation in such organizations can be difficult, but change is possible. The leader must be aware of the type of culture he operates to develop his unique approach. Ultimately, there are no ready-made templates for successful innovation, but specific cultural impact patterns exist for effective change.
Positive organizational culture is an essential factor for educational reforms. However, change does not begin with the environment, but with the leader. Riveras-León, J. C., & Tomàs-Folch (2020) found that from teachers’ view the principal is as a key figure in school development and promoting innovation. Fullan & Ballew (2020) also argue that innovation is impossible without the active participation of a leader who sets the tone and determines the path for change. Teachers in schools with successful cases of innovation noted that leader had created an environment where people felt responsible for making decisions and could accept challenges (Riveras-León & Tomàs-Folch, 2020). Employee knew that they were the central part of the organization and their opinion was important. Creating a healthy environment where team members realize their value motivates people to take the initiative and innovate.
The leader’s efforts create conditions for the development and success of individuals and the collective good. According to Fullan & Ballew (2020), such a leader must possess five basic abilities: moral purpose, understanding the process of change, building relationships, accumulating knowledge, and achieving alignment. Defining and cultivating moral purpose is the first step towards change and is closely related to defining organizational culture. Commitment to the principles increases the efficiency of the organization and motivates employees.
Change in the education system are not quick and take from three to eight years. The reforms are not an event but a process that requires developing an ongoing strategy (Hord & Hall, 2020). Researchers have concluded that the most effective style of change implementation is democratic, where the leader asks teachers what they think about the changes that are taking place (León, J. C., & Tomàs-Folch, 2020). Fullan & Ballew (2020) urges leaders not to be afraid of criticism but to listen to it, evaluate and draw conclusions. The democratic style is more familiar to universities, where pluralism of opinion is integral to work.
Not only does organizational culture positively influence innovation, but the process is mutual. A study conducted at Stella Elementary School on implementing the Hybrid Schedule found that successful implementation of innovations simultaneously improved student learning outcomes and organizational culture (Olson et al., 2020). Collaboration played an essential role in this process. Teachers cooperate to expand their knowledge and professional growth. While most of them acknowledged the effectiveness of change through innovations, they also talked about being overwhelmed and unsure of how to create a deeper learning experience (Olson et al., 2020). The role of the leader is to take feedback from employees and help them to solve problems.
In the innovation process, employees should always feel supported by their ideas and efforts. Although the leader’s role is vital to successful change, facilitating change is a team effort. In the education system, teachers play a critical leadership role in whether there will be changes (Hord & Hall, 2020). The leader must constantly communicate with team members to respond quickly to new challenges. Motivation, conflict resolution skills, and a strategic plan are the primary sources of creating a positive innovation culture in organizations.
Conclusion
The leader plays a central role in applying innovations in education. He is a strategist, thinker, and inspirer of the team. The leader also builds the external and internal relations of the organization. Change begins with organizational culture when the majority of the team accepts the need for change and is ready to participate actively. The leader must understand the purpose of innovation and know its result. The path to change will not be easy or short, but it can be rewarding and rewarding in a healthy work environment. Implementation of innovation in education is not a linear process that requires a brilliant intellect, good soft skills, and the ability to remain calm in times of crisis. At any stage, unexpected problems and new tasks may appear. However, precisely this uncertainty forces the team to concentrate their creative and professional knowledge, which creates initiatives and non-standard solutions to complex problems.
References
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