| Abstract [eng] |
ABSTRACT The Master's thesis analyses the impact of organisational culture on teachers' engagement in pre-school education. The thesis consists of five main parts. The introduction discusses the relevance of the topic, the scientific research and the novelty of the research. The main research question is: How does organisational culture affect teachers' work engagement? It also defines the aim and objectives of the paper and presents the hypotheses of the study. The theoretical review analyses the concept of organisational culture, typologies and main models. The impact of organisational culture on employee behaviour and organisational performance is discussed. It also examines the concept of teacher engagement, the main determinants of engagement and the theoretical links between organisational culture and teacher engagement. The theoretical review of the literature provided the basis for the hypotheses and methodology of the empirical study. The third part of the thesis presents the research methodology, which includes a quantitative research method - a questionnaire survey. 102 preschool teachers in Klaipėda city participated in the study. The data were analysed using descriptive statistics, ANOVA tests and regression analysis using SPSS software. The Cameron and Quinn (2005) organizational culture assessment instrument and the Yerdelen, Durksen and Klassen (2018) teacher engagement scale were used for the study. The results of the empirical study showed that clan and hierarchical culture types have a positive impact on teachers' engagement, enhancing emotional and social engagement respectively. The effects of adhocratic and market cultures were insufficient to be considered statistically significant. The results also revealed that teachers' engagement is strongly influenced by the quality of the working environment and the support of supervisors, which is particularly important in the context of cognitive engagement. The study also highlighted the importance of demographic factors, with seniority in the organisation having a significant effect on evaluations of organisational culture, suggesting that experience in the organisation shapes employees' expectations and their relationship with cultural elements. The paper concludes with conclusions and practical recommendations for preschool managers and educational policy makers. It recommends strengthening the elements of clan and hierarchical culture in order to foster teachers' emotional and social engagement, and to improve the working environment and the competences of managers. These measures can not only increase teacher engagement but also improve the quality of education and the efficiency of the education system. It is recommended that further research be carried out on the phenomena of organisational culture and teacher motivation in the context of the education sector. |
