In recent years, organizational culture and climate have gained more importance, also in connection with the satisfaction of employees. From the original use in the economy, the very awareness of the meaning of their evaluation, interpretation, as well as changing or maintaining is passed on schools and similar institutions. Despite dealing with phenomena which have a long tradition in the field of research, the use of their terminology still proves to be rather inconsistent. Some researchers describe them as a single phenomenon, whereas others make a clear distinction between them or define one as a dimension of the other. In the following thesis, both phenomena are dealt with separately, whereas in the interpretation phase they are combined, considering the assumption that organizational culture reflects the symbolic side and organizational climate the psychological side of the employees’ life at school, in order to highlight the overall image of school culture and climate.
School culture and climate are researched within goal clarity, decision-making model, responsibility, autonomy, leadership, quality work criteria, rewards, communication, warmth and support, sense of community, as well as openness towards problems shown at school. School culture and climate are further researched in connection to employees’ job satisfaction and creating learning communities.
The research is centered on the role of principals and school counsellors in the process of forming, evaluating and changing the culture and climate.
The aim of the present research was to discover what kind of culture is recognized among the Slovenian primary and secondary school employees, evaluated and desired climate, employees’ job satisfaction, as well as to outline the school counsellor and principal role in the field of organizational culture and climate.
The research was divided into two parts, using a combined, complementary approach towards research. In the first part, a survey among teachers, school counsellors and principals was carried out, based on a representative sample of Slovenian primary and secondary schools. In the second part, however, detailed interviews among principals and school counsellors were conducted in order to get a deeper insight into their roles and positions. Complementarity is shown in separate analyses which are united in the interpretation phase.
According to the results, the employees at Slovenian schools identify a strong organizational culture which appreciates knowledge and achievements, as well as an open and supportive climate, regardless of the school type or its size. Nevertheless, there are differences in evaluation of principals, teachers and school counsellors, wherein principals perceive much stronger culture and more open and supportive climate than others.
There is a clear discrepancy between evaluated and desired climate, the latter being even more open and supportive. Considering the results, the more supportive climate, the stronger feeling of autonomy and security at work.
The climate evaluation correlates to the idea of remaining in a job and the motivation of taking a sick leave due to bad condition. The more open and supportive climate, the stronger idea of remaining in a job and lesser motivation of taking a sick leave.
Culture and climate evaluations are intertwined, each correlating to job satisfaction. There is a high job satisfaction level among the employees where job permanence and work itself are ranked the highest.
Principals play an essential role in the whole process of forming, evaluating and changing school culture and climate, as well as providing satisfaction and conditions for an efficient learning environment due to their role and position in the process of work organization and achieving educational goals.
Maintaining culture and climate affects all employees. However, a school counsellor is in the position of being actively involved in the process of common creating and changing of culture and climate
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