Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the significance and background. It also includes the statement of
the problems, hypotheses, scope and delimitations, and significance of the study.

Introduction

In the realm of education, the school environment plays a pivotal role in shaping the experiences and
outcomes of both students and teachers. The concept of school culture, encompassing the values,
norms, beliefs, and practices within an educational institution, has emerged as a crucial factor
influencing the well-being and effectiveness of teachers. This thesis explores the intricate relationship
between perceived school culture and the work engagement of teachers, delving into how
organizational culture impacts teacher motivation, job satisfaction, and overall performance.

Work engagement among teachers is a multifaceted construct that reflects their emotional, cognitive,
and behavioral involvement in their work roles within the school setting. It encompasses aspects such as
vigor, dedication, and absorption in their teaching responsibilities (Schaufeli, Salanova, González-Romá,
& Bakker, 2002). Understanding the factors that drive and sustain work engagement is essential for
fostering a supportive and productive school environment.

The school culture, as perceived by teachers, significantly influences their work engagement. Deal and
Peterson (1990) define school culture as "the unwritten rules and traditions, customs, and expectations"
that characterize how people interact within the school environment. This includes aspects like the
school's leadership style, communication patterns, collaboration among staff, recognition of
achievements, and overall sense of community (Deal & Peterson, 1999).

Research has shown that positive school cultures, characterized by high levels of trust, collaboration,
and shared vision, are associated with greater teacher satisfaction and commitment (Louis, Kruse, &
Marks, 1996). Conversely, negative or toxic school cultures, marked by conflict, lack of support, and
unclear expectations, can lead to increased stress, burnout, and disengagement among teachers (Hoy &
Miskel, 2008).

The perceived school culture influences various dimensions of work engagement. For example, when
teachers feel supported by their colleagues and school leaders, they are more likely to invest
emotionally and cognitively in their work, leading to higher levels of dedication and absorption in
teaching tasks (Bakker, Demerouti, & Schaufeli, 2005). Additionally, a school culture that values
professional development, autonomy, and innovation can enhance teachers' sense of efficacy and
commitment to their roles (Leithwood, Harris, & Hopkins, 2008).

The relationship between school culture and teacher work engagement is complex and dynamic,
affected by a range of contextual factors. These may include the socio-economic background of
students, leadership practices, school policies, and broader societal influences (Fullan, 2007). Therefore,
investigating how teachers perceive their school's culture and examining its impact on their work
engagement can provide valuable insights into strategies for enhancing teacher well-being and
effectiveness.
This research aims to contribute to the existing body of knowledge by exploring the specific dimensions
of school culture that influence teacher work engagement. By employing a mixed-methods approach,
including surveys and interviews, this study seeks to capture both quantitative data on teachers'
perceptions of school culture and qualitative insights into the mechanisms through which culture affects
work engagement.

In summary, understanding the relationship between perceived school culture and teacher work
engagement is vital for fostering positive educational environments that support both teachers and
students. By identifying the key elements of school culture that contribute to work engagement, this
research endeavors to inform school leaders and policymakers on strategies for cultivating healthy and
empowering school cultures that promote teacher well-being and ultimately enhance educational
outcomes.

Scope and Delimitations of the Study

1. Geographical Scope: The study will focus on educational institutions within a specific region or district
to ensure a coherent cultural context and minimize variations influenced by geographical differences.

2. Participants: The research will involve teachers across various grade levels (e.g., primary, secondary)
and subjects within the selected educational institutions.

3. School Culture Factors: The study will examine a range of school culture factors, including but not
limited to leadership styles, collegial relationships, professional development opportunities,
organizational policies, and recognition systems.

4. Work Engagement Dimensions: Work engagement will be assessed using multidimensional

frameworks, considering aspects such as vigor, dedication, and absorption in work tasks.

5. Time Constraints: The study will be conducted within a specified timeframe, which may limit the
depth and breadth of data collection and analysis.

6. Generalizability: Findings may not be fully generalizable beyond the specific context and sample of
educational institutions chosen for the study.

7. Participant Bias: The study's outcomes may be influenced by participants' self-reporting biases and
subjective interpretations of school culture and work engagement.

8. Resource Limitations: The scope of the study may be constrained by available resources, including
funding, time, and access to participants.

9. Language and Cultural Factors: The research will be conducted in a specific language and cultural
context, potentially limiting the applicability of findings to other linguistic or cultural settings.

10. External Factors: External events or influences (e.g., policy changes, socioeconomic factors) outside
the study's control may impact the research outcomes.

11. Qualitative Data Interpretation: Qualitative data analysis may be subjective to the researcher's
interpretations and may not fully capture the nuances of participants' experiences.

Significance of the Study

Teachers are the backbone of any educational institution, and their level of engagement directly
influences student outcomes and school effectiveness. Work engagement refers to the positive,
fulfilling, and energizing state of mind that employees experience when they are deeply involved in their
work. Research has shown that a positive school culture can contribute to higher levels of work
engagement among teachers, leading to improved job performance, reduced burnout, and increased job
satisfaction. Conversely, a negative or unsupportive school culture can have detrimental effects on
teacher morale and overall school climate.

Despite the growing recognition of the importance of school culture, there remains a gap in
understanding how teachers’ perceptions of school culture influence their work engagement. By
exploring this relationship, educators, administrators, and policymakers can gain insights into effective
strategies for creating nurturing and empowering school environments that promote teacher well-being
and, ultimately, student success.

Research Questions

To delve deeper into this area, this study seeks to address the following research questions:

1. How do teachers perceive the school culture within their educational institution?

2. What factors within the school culture contribute to teachers' work engagement?

3. How does teachers' perception of school culture influence their overall job satisfaction and
commitment?

Objectives of the Study

The primary objectives of this research are:

1. To examine teachers’ perceptions of the prevailing school culture.

2. To identify specific elements of school culture that impact teachers’ work engagement.

3. To analyze the relationship between teachers' perceptions of school culture and their job satisfaction
and commitment levels.

4. To provide recommendations for fostering a positive school culture that enhances teacher work
engagement and well-being.

Literature Review

Previous studies have highlighted various aspects of school culture that influence teacher engagement,
such as leadership styles, collaboration among staff, recognition of achievements, and opportunities for
professional growth. For instance, a study by [Author] (Year) found that schools with a strong culture of
trust and support tend to have more engaged teachers who are committed to their profession and show
higher levels of job satisfaction.

Conceptual Framework

The conceptual framework for this study draws upon models of organizational psychology and
educational leadership theories. It posits that teachers' perceptions of school culture are influenced by
various contextual factors, including leadership practices, collegial relationships, organizational policies,
and professional development opportunities. These perceptions, in turn, shape teachers' levels of work
engagement, job satisfaction, and commitment to the school.

Methodology

The study will employ a mixed-methods approach, combining quantitative surveys and qualitative
interviews. A sample of teachers from diverse educational institutions will be recruited to participate in
the study. Quantitative data will be analyzed using statistical methods to identify correlations between
perceived school culture and work engagement levels. Qualitative data from interviews will provide
deeper insights into teachers' experiences and perceptions.

Implications

The findings of this study are expected to contribute to the existing body of knowledge on school culture
and teacher engagement. Practical implications include informing educational leaders and policymakers
on strategies to cultivate positive school cultures that promote teacher well-being and retention.
Ultimately, this research aims to enhance the quality of education by fostering supportive and
empowering environments within schools.

Chapter 2

Review of Related Studies and Literature

This chapter highlights the literature and studies related to the research work. The literature
and studies are presented from the general to the specific topics, considering the variables of the study.

The relationship between perceived school culture and the work engagement of teachers is a
critical area of investigation in educational research. School culture, defined as the shared beliefs,
values, norms, and practices within a school community, plays a fundamental role in shaping the
experiences and behaviors of teachers. Work engagement refers to a positive, fulfilling, work-related
state of mind characterized by vigor, dedication, and absorption in one's role.

Studies have highlighted specific elements of school culture that can significantly impact teacher
work engagement. For instance, research by Leithwood and Jantzi (2008) emphasizes the importance of
supportive leadership. Principals and administrators who demonstrate supportive behaviors and foster a
positive working environment are associated with higher levels of teacher engagement. Similarly, Louis
et al. (2010) emphasize the role of collaborative relationships within schools. Environments that
promote teamwork, shared decision-making, and positive relationships among staff tend to have more
engaged teachers.

Furthermore, professional development opportunities also play a critical role in teacher

engagement. Skaalvik and Skaalvik (2014) suggest that providing teachers with opportunities for growth
and development can enhance their engagement by promoting a sense of competence and mastery in
their roles.

The link between teacher well-being, job satisfaction, and work engagement is well-established
in the literature. Teachers who are more engaged tend to report higher levels of job satisfaction, lower
burnout rates, and greater commitment to their profession (Bakker, Demerouti, & Euwema, 2005).
Therefore, understanding how school culture influences work engagement is crucial for promoting
teacher well-being and enhancing educational outcomes.

Methodologically, studies investigating school culture and work engagement often employ
mixed-method approaches. Quantitative surveys assess overall levels of engagement and perceptions of
school culture, while qualitative methods such as interviews or focus groups provide deeper insights into
the experiences and perceptions of teachers within specific school contexts (Wang & Guan, 2020).

Research conducted by Hofstede (1980) and subsequent scholars has highlighted the
significance of cultural dimensions such as individualism versus collectivism, power distance, and
uncertainty avoidance in organizational contexts. These dimensions can influence the ways in which
teachers interact with colleagues, respond to leadership styles, and engage with professional
development initiatives. For example, in cultures with high power distance, teachers may be more
deferential to authority figures, impacting their willingness to engage in collaborative decision-making
processes.

Furthermore, the variability of school culture within and across educational institutions adds
complexity to the study of work engagement. Each school has its unique set of values, traditions, and
practices that shape the experiences of teachers. Factors such as school size, demographics, leadership
turnover, and community engagement can all contribute to the formation of school culture and
subsequently influence teacher engagement levels.

Recent studies have also emphasized the role of emotional and psychological factors in
understanding work engagement among teachers. For instance, the concept of psychological capital
(PsyCap), which encompasses self-efficacy, optimism, hope, and resilience, has been shown to be
positively associated with work engagement (Avey et al., 2010). Teachers with higher levels of PsyCap
are more likely to exhibit greater engagement in their work, even in challenging environments.

In addition to individual and cultural factors, organizational interventions aimed at enhancing

school culture can have a significant impact on teacher work engagement. For example, initiatives that
promote distributed leadership, cultivate a culture of trust and transparency, and provide meaningful
professional development opportunities have been shown to increase teacher satisfaction and
commitment (Hargreaves & Fullan, 2012).

Effective leadership plays a pivotal role in shaping school culture and subsequently impacting
teacher engagement. Transformational leadership, characterized by inspirational motivation, intellectual
stimulation, individualized consideration, and idealized influence, has been positively associated with
teacher job satisfaction and commitment (Leithwood, Harris, & Hopkins, 2008). Transformational
leaders create a vision of success, foster a sense of collective efficacy among staff, and empower
teachers to take ownership of their professional growth, which in turn enhances work engagement.

Moreover, the concept of distributed leadership emphasizes the importance of shared decision-
making and collective responsibility for school improvement (Harris, 2008). Schools that adopt
distributed leadership practices tend to have a more collaborative and inclusive culture, where teachers
feel empowered and valued, leading to higher levels of engagement and job satisfaction.

In addition to leadership practices, the availability of resources and support systems within a
school can significantly impact teacher work engagement. Adequate access to instructional materials,
technology, professional development opportunities, and mental health support can contribute to a
positive work environment (Mansfield, Beltman, Price, & McConney, 2012). Conversely, resource
constraints or lack of support can undermine teacher morale and job satisfaction, ultimately affecting
work engagement.

Furthermore, the role of teacher autonomy and empowerment cannot be overlooked in

understanding work engagement. Teachers who have autonomy over their instructional methods,
curriculum design, and classroom environment are more likely to experience higher levels of
engagement (Deci et al., 2001). Empowering teachers to make meaningful decisions and contribute to
school improvement initiatives fosters a sense of ownership and investment in their work.

It is also essential to acknowledge the impact of external factors, such as educational policies,
economic conditions, and societal expectations, on school culture and teacher engagement. Changes in
curriculum standards, funding allocations, or political mandates can create challenges or opportunities
that influence teacher morale and engagement (Brewer & Ochocki, 2017).

In conclusion, the relationship between school culture and teacher work engagement is
multifaceted and influenced by a complex interplay of leadership practices, organizational climate,
resource availability, and external factors. Continued research in this area is essential for informing
educational policies and practices that promote a positive school culture and support teacher well-
being, ultimately leading to improved student outcomes.

Conceptual Framework

Perceived School Job Resources and Work Engagement

Culture Job Demands (Dependent Variable)
(Independent (Mediating Variable)
Variable)
Hypotheses:

 Positive perceptions of school culture will positively correlate with teachers' work engagement.

 The relationship between perceived school culture and work engagement will be partially
mediated by job resources and job demands.

The research study titled "Perceived School Culture Related to Work Engagement of Teachers" aims
to explore the association between teachers' perceptions of school culture and their levels of work
engagement within educational settings. The conceptual framework for this study is grounded in
organizational behavior and educational psychology theories, focusing on how organizational factors
influence individual attitudes and behaviors in the workplace.

At the core of this framework is the independent variable, perceived school culture, which
encompasses teachers' collective perceptions of the values, norms, leadership styles, and overall
atmosphere within their school environment. This variable is multidimensional, incorporating aspects
such as leadership effectiveness, organizational climate, collegial relationships, teacher empowerment,
communication patterns, and alignment with the school's mission and vision.
 The dependent variable, work engagement of teachers, represents the positive, fulfilling, and
energizing state of mind experienced by teachers in their professional roles. Work engagement is
characterized by dedication, vigor, and absorption in their work tasks and is vital for sustaining
motivation, job satisfaction, and overall well-being among educators.

Within this framework, there are mediating variables that influence the relationship between
perceived school culture and work engagement. Job resources, such as access to support, autonomy,
and professional development opportunities, can enhance teachers' engagement by providing necessary
tools and support for effective job performance. Conversely, job demands, such as workload, time
pressure, and emotional stress, may deplete teachers' energy and motivation, potentially impacting
their engagement levels.

The conceptual model posits that a positive perceived school culture, characterized by supportive
leadership, strong interpersonal relationships, and a shared sense of purpose, fosters greater work
engagement among teachers. This positive culture is hypothesized to provide job resources that buffer
against job demands, ultimately contributing to higher levels of work engagement.

The proposed framework suggests that investigating the interplay between perceived school
culture, job factors, and work engagement can yield valuable insights into how school environments
influence teacher motivation and well-being. This research will likely employ a mixed-methods
approach, combining surveys to assess perceived school culture and work engagement with qualitative
methods such as interviews or focus groups to explore underlying mechanisms and individual
experiences. By exploring these relationships, the study aims to inform educational leaders and
policymakers on strategies to cultivate positive school cultures that promote teacher engagement and
ultimately enhance educational outcomes.

Chapter 3

Research Design and Methodology

This chapter highlights the research design, sources of data, respondents and sampling techniques,
research instruments, data gathering procedures, data processing and statistical analysis of the present
study.

Research Design

The quantitative phase of this study will involve administering surveys to a sample of teachers
from diverse school settings. These surveys will include validated instruments to assess both school
culture and work engagement. The School Culture Survey will be utilized to measure various dimensions
of school culture, while work engagement will be assessed using the Utrecht Work Engagement Scale
(UWES). Data will be collected either electronically or via paper surveys to ensure anonymity and
confidentiality.

Following data collection, quantitative analysis will include descriptive statistics to summarize
survey responses, and inferential statistics such as correlation and regression analysis to explore
relationships between school culture and work engagement. These statistical methods will help identify
significant associations and potential predictors of work engagement among teachers.
 In the qualitative phase, select participants based on survey responses will be invited to
participate in semi-structured interviews or focus groups. These qualitative methods will delve deeper
into teachers' perceptions of school culture, its impact on their work engagement, and potential
strategies for improvement. Thematic analysis will be employed to identify recurring themes and
patterns within the qualitative data.

The integration of quantitative and qualitative findings will be a key aspect of this research
design. By triangulating results from both methods, the study aims to provide a comprehensive
understanding of how perceived school culture influences teachers' work engagement. Findings will be
interpreted by comparing quantitative survey data with qualitative insights, leading to nuanced
conclusions about the relationship between school culture and work engagement.

Ethical considerations will be paramount throughout the research process, ensuring informed
consent, confidentiality, and respect for participants' rights. Limitations related to sample size,
participant selection, and data collection methods will be acknowledged to provide a balanced
interpretation of results.

Ultimately, the outcomes of this research will have implications for educational policy and
practice. Recommendations based on study findings may inform initiatives aimed at enhancing school
culture to promote higher levels of work engagement among teachers, ultimately contributing to a more
positive and effective educational environment. The dissemination of results through academic
publications, conferences, or policy briefs will facilitate the sharing of valuable insights with relevant
stakeholders in the education sector.

To conduct a research study titled "Perceived School Culture related to Work Engagement of Teachers"
using a mixed-method approach, the research design will integrate quantitative and qualitative methods
for a comprehensive exploration.

Data Gathering Procedure

The quantitative phase will involve administering standardized surveys to a sample of teachers
to quantitatively measure their perceptions of school culture and work engagement. This phase will
utilize established scales and questionnaires to assess dimensions of school culture (such as leadership
style, collaboration, and support) and work engagement levels (including vigor, dedication, and
absorption). Statistical analysis using software like SPSS or R will be conducted to analyze survey data,
calculating descriptive statistics and exploring correlations and predictors between school culture and
work engagement.

In parallel, the qualitative phase will delve deeper into the underlying reasons behind the
quantitative findings. Selected survey respondents will participate in qualitative interviews or focus
groups, guided by a semi-structured interview protocol. These interviews will explore teachers'
subjective perceptions of school culture and its impact on their work engagement. Thematic analysis of
interview transcripts will be employed to identify recurring themes and patterns, providing rich
qualitative insights into teachers' experiences.

The integration of findings from both quantitative and qualitative approaches will allow for
triangulation and a comprehensive understanding of the research topic. By merging the statistical
results with qualitative insights, this mixed-method design aims to offer a nuanced perspective on how
perceived school culture influences teachers' work engagement.

The research findings will be synthesized in a detailed research report, structured according to
academic standards with sections covering introduction, literature review, methodology, results,
discussion, and conclusion. The report will include tables, figures, and quotes from interviews to support
key findings and interpretations.

Ultimately, the study will contribute valuable insights into the relationship between school
culture and teacher work engagement, providing actionable recommendations for educational
policymakers and practitioners to foster a supportive and engaging school environment.

Statistical Treatment

Statistical analysis will involve descriptive statistics to summarize the characteristics of the
sample, school culture dimensions, and work engagement levels. Correlation analysis using Pearson
coefficients will be employed to explore the relationships between different aspects of school culture
and work engagement. Multiple regression analysis will also be conducted to identify which components
of school culture significantly predict work engagement while controlling for relevant variables like
demographics and teaching experience.

In the qualitative phase, semi-structured interviews will be conducted with a subset of survey
participants to delve deeper into their perceptions of school culture and work engagement. Interview
protocols will be designed to explore nuanced aspects not captured by quantitative measures. Thematic
analysis will be used to identify common themes emerging from interview transcripts, providing
qualitative insights into the mechanisms through which school culture influences work engagement.

The integration of results will involve a mixed-methods analysis, where findings from
quantitative and qualitative approaches will be compared and synthesized. Qualitative insights will
enrich and contextualize quantitative results, offering a more comprehensive understanding of the
relationship between school culture and teachers' work engagement.

In reporting the findings, both quantitative and qualitative results will be presented and
interpreted. Quantitative findings will be illustrated using tables, charts, and statistical summaries, while
qualitative themes will be described with supporting quotes from interviews. The discussion will focus
on the implications of the findings for educational policy and practice, highlighting the practical
significance of school culture on teachers' work engagement and suggesting actionable
recommendations.

Throughout the research process, ethical guidelines will be adhered to, and potential limitations
such as sampling biases or response biases will be addressed. The strengths and weaknesses of both
quantitative and qualitative methods used will be acknowledged, ensuring a rigorous and balanced
approach to studying the perceived school culture and its impact on teachers' work engagement.