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: 1-9
1-1 2
1-2 3
1-3 5
1-4 5
1-5 6
1-6 7
1-7 7
: 10-74
2-1: 11-51
1- 12
2- 13
1- 13
2- 13
3- 14-32
:
1- 14
2- 15
- 17
- 20
- 23
- 23
- 24
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- 28
- 28
- 29
- 30
4- 32-41
- 32
- 32
- 33
- 34
- 40
5- 42-51
- 42
:
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- 44
- 45
- ()47
- 48
- 48
- 50
2-2 : 52-74
1- 53
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3- 67
4- 72
5- 74
: 75-84
3-1: 76
3-2: 76
3-3: 76
3-4: 76
3-5: :78
:
1- 78
2- 80
- 80
- 80
3- 81
3-6: 82
3-7: 82
: 85-134
4-1: 86
4-2: 86
4-3: 96
4-4: 133
4-5: 134
: 135-150
5-1: 136
5-2: 140
5-3: 148
151-158
:159-171
:
1- 160
2- 163
3- 168
4- 170
172
3 - 1 77
3 - 2 77
3 - 3 80
3 - 4 82
4 - 1 86-91
4 - 2 96
4 3 98
4 - 4 101
4 - 5 104
:
4 - 6 107
4 - 7 109
4 8 112
4 9 115
4 - 10 119
4 - 11 122
4 - 12 125
:
4 - 13 127
4 - 14 130
4 - 15 " : Independent Sample T-test " 133
4 16 " : One Way ANOVA" 134
: 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-1 : .
" " ( ) () ( 1426 215).
( 1415) . .
- - ( 1422 212).
( 1420 301). ( 1425 92) .
" " " " . " " Cameron & Quinn) 2006 4). " " ( 1412 7).
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1-2 :
( 1419 3).
( 1423 47). . ( 1425 642).
: ( 1424) ( 1425) ( 1425) ( 1426) ( 1428) ( 2007) .
( ) ( 1420) ( 1425) ( 1426).
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. ( 2006 23). ( ) . : () 1-3 : :1. ()
2. () 3. " "
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:1- . 2- . .3- .4- .5- .1-6 :
: () . : . : 1430/1431 2009. 1-7 :1- : Keyton) 2005 (17: " ".
(Hofstede 2001 9) : " ( ) ". : . 2- : " " ( 2006 13). : " " ( 1412
11). : () ( ).3- : : " " ( 1419 103). : .4- : : " " ( 1412 21). :
() . : : 2-1 1- 2- .3- .4- .5- .1-: () : . ( ) : : (- ). : (- - - -
- - - - - ).: (- -- - ).: ( - - - - ()- - - ). .2- :1- : " . " (
2001 333). ( Hunt , Bonnell & ,1999 39-35 ) ( ) " " " ".- : :1-
: . . .2- : .3- : .4- : . . .5- : .6- : ( 2008 310-311).3- :
:
( 2001 333). .
. .
: . ( 2008 311).
( 2003151) : " ". ( 1425 627) " ".
" " ( Viva, 2009 102). ( McShane & Glinow 2000 498) " ". (
1425 629) . . - :
( 2008 314). . : ( 1424 253).
: ( 2006 18).
:
1- .2- .3- . ( 2008 313). ( 1425 630) :
1- .2- . 3- . . ( 1424 253). - : :1- (). 2- () ( 2004 333). (
2004 333) ( 2008 316 -317) :1- ( Intensity ) .2- ( Consensus ) . .
: . . ( 2003 150-151) . . . . . . ( 2006 30) : () . :1- () ( Power
Culture): . . (Viva 2009 105) : . . . . . . . . .
2- (Role Culture): . . . (Viva 2009 105) : . . . . 3- (Task
Culture): . . (Viva 2009 105) : . . . . . . . . . .4- (Person
Culture): . (Viva 2009 105) . .- : . : 1- (): ( ) . . .2- : ( ) . .
.3- : ( ) .4- : ( ) . 5- : ( ) . . 6- : ( ) . 7- : ( ) . .8- ( ): (
) . . . 9- : ( ) . .10- : ( ) . .11- : ( ) . 12- : ( ) . ( 1416
40-44). - :
:
1- : .2- : .3- : .4- : .5- . : . ( 2006 51-52).
- : ( McShane & Glinow2000 498-499) :1- ( Assumptions ): . :
- - - -.2- ( Beliefs ): .3- ( Values): . . :* : : : ( ) .* : : : .
. (2003) :4- ((Organizational norms.5- ( (Organizational
expectations. ( 2006 49 ). - :
: : . . : . : ( ) . : . : . . : (Viva 2009 102-103). : :1- : .2-
: .3- : . .4- : .5- : .6- : .7- : ( ) . 8- : ( ) .9- : .10- : (
2004 328-329). (Keyton 2005 35-40) :1- : .2- : . ( 2006 47-48)
:
. ( Dominant values ) . . . (Organizational climate) . . . . (
2003 153). ( 2006 47-48) (Strong organizational Culture ) . Weak
organizational Culture) ) "" Thick Culture) ( "" ) (Thin
Culture.
" " ) Dominant Culture ( ) ( Sub-cultures .
- :
. . . . . . . . : . . . ( 2003 163-164). - : . . ( Shichman
& Gross ) : : . : . : . : . : ( 2004 334-335). - : ( 2006
26-27) : . ( 2008 319-320) . . . . . . . ( 2006 26) . . ( 2008 319)
. . ( 200627) . : - - ( 2008 320) . - : ( 2003 148) . . . . .
(Owens 1981 192) : " ( ) ( ) ". (Keyton2005 71) . . . . 4- :1- : (
2004 179). " . " ( 2003 15). ( 2005 19).2- : . :1- .2- .3- .4- .5-
.6- .7- ( 1427 23). " " ". (Burton) (Brueckner) :1- .2- ( 2003
20).- : : : . : . : . ( ) : ( 1429/2008 63-75).8- : ( 142820). (
2002 41). ( ) ( 142820). : : (1377 - 1383): . _ 1344_ : ( 1429/2008
29). ( 142820) ( ) 1378/1379 : : . ( 1429/2008 29-30). : . . . . .
. . . . ( 2005 32- 33). ( 1419 18). : (1384 - 1387): : . . . . . :
( ). . ( ). . ( 1419 19). ( 1420 180) . : (1387 - 1395 ): ( ) (
1429 33) . : . . ( 2005 33-34). 1394 : - . - . - .- - : () - - . .
( 1419 21-22). : (1399 1400 ): : 1- . 2- . 1398 . . : ( ) . . (
1419 23-24). ( 1411 306) . : (1401 ): ( 2005 34). (1416) ( ) ( ).
1401 1416 ( 1419 25-26). ( 1411 301) . : . . . . . . . . ( 2005
34-36). ( ) ( ). ( 1429/2008 38-399). - : . . " "{: 38} ( 1428 29).
( 1426/1427) ( 1427) ( 1429/2008 89). ( 1426/1427 7) . (1427 ) . (
) . :1- .2- .3- .4- . ( 1419 136).5- :1- : . . . ( 1427 29-30). . .
( 1429 134).2- : . ( 2004229- 231). . . ( 2001 255). :1- .2- .3-
.4- . . . . . . . . ( 2004 229-232). 5- : . ( 2004 300). . ( 2005
23) : . : . . . : . ( 2004 336) . . . . ( 1420 296-298). : .
(Keyton 2005 129) ( 2004 336) . : . : (Keyton 2005 126). : . : (
Viva 2009 110). . ( 2008 317). ( 319) :1- .2- .3- .4- .5- . : 1- :
.2- : .3- : . 4- : . ( 2004 336). : : . . : (1917) : ( 2006
202-203). . . : . ( 1423 42 75) . - : ( 2007) ( 1420/ 1999) (
1428/2007) ( 1425) ( 1425/ 2005) . ( 2004 339). . . ( 2003 155). (
Waterman & Peters ) . . . . (Jay Barney) ( ) ( 2004 339). . . (
2003 155). . . . ( 2004 340 ). . ( 2003 156). ( 2004 219-221) . . .
. : ( ) . ( 2004 340). : 2-2 :1-
2- 3- 4- 5- 1- : :
: .
: .
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. . . .3_ (: 1420/1999) " "
(150) :
. . . . . ( ) . . 4- (: 1424/ 2003) " ". : : . (505) . ( ) : . "
" : . . : . . : . : .
5- (: 1424) " " . (253) . ( ) () : . :
.
( ) . (2- 10 ) 10 10 . (+) ( ) . (p=0.05) . : . : . . . .6_ (:
1425) " ".
( ) . . . (454) 82%. . :
. . . .7_ (: 1425/2005) " "
. (240) . :
. . ( ). . . . 8- (: 1426/ 2005) " " . . (215) .
:
. . .
. . 9_ (: 1427/ 1428) " ". ( ) . . (258) (110) . : . . . ( ) . .
10_ (: 1427/1428) " ". ( ) ( ). (378) (- ). . : . " " " " " " . "
". . . . 10 . ( - ) . 11- 2006:Schoen) (. " ". . . : .
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:
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. . . : . . 3- :
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. ( ) . ( ) . 5_ ( : 1427) " ". : . (282) . :
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: : . ( ) .
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.3-2 :
: " " ( 1427191).3-3 : () (511) (: 1430) 1430/1431. 3-4 : 30% .
(154) . (154) . ( ) : (3 - 1)
14392.9
117.1
154100%
(3-1) (143) 92.9% (11) 7.1% . (3-2)
5 2717.5
5 10 3925.3
10 15 4026.0
15 4831.2
154100%
(3-2) (48) 31.2% 15 (40) 26.0% 10 15 (39) 25.3% 5 10 (27) 17.5%
5 . 3-5 :1- : . : ( ) . (1412) . (45) (12) . ( ) : 1- (1102736) 2-
(211 28)3- (3 12 20) 4- (212937)5- (1322 38) 6- (3930144)7-
(403123155) 8- (413224166)9- (4225177) 10- (43338)11- (18263444)
12- (4535199) ( ). 5 1 . (Closed Questionnaire) . .2- :1- : (13)
(1) (2) . ( ) (4) .2- : (Pearson's correlation) () . (3-3)
10.50**240.54**
20.60**250.73**
30.57**260.71**
40.37**270.71**
50.53**280.74**
60.73**290.74**
70.75**300.63**
: (3-3)
80.62**310.56**
90.67**320.65**
100.56**330.74**
110.67**340.66**
120.61**350.77**
130.68**360.71**
140.70**370.68**
150.69**380.69**
160.76**390.67**
170.80**400.55**
180.80**410.84**
190.70**420.76**
200.58**430.67**
210.76**440.57**
220.58**450.70**
230.80**--
** 0.01 (3-3) (0.01) .3- : () Cronbach's Alpha ()) ( (3-4) .
(3-4)
450.9713
(3-4) (0.9713) . 3-6 : (154) 1430/1431. (SPSS) .3-7 :
Statistical Package for Social Sciences (SPSS). ( ) (5-1=4)
(4/5= 0.80) ( ) :1- 1 1.80 ( ) .2- 1.81 2.60 ( ) .- 2.61 3.40 ( )
.- 3.41 4.20 () . - 4.21 5.00 ( ) . () . :1. () " Weighted Mean " .
2. " Mean " ( ) . 3. " Standard Deviation " . .4. Pearson's
correlation " " .
5. " Alpha Cronbach () " .6. .7. () " Independent Samples T-test
" () .8. () " One Way ANOVA " () . : 4-1 : . :4-2 " () " () . (4-1)
. (4-1)
%
10 895411--4.510.631
%57.835.17.1--
1 875413--4.480.652
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: (4-1)
%
30 755816414.310.813
%48.737.710.42.60.6
2 586924214.180.784
%37.744.815.61.30.6
36 606818714.160.855
%39.044.211.74.50.6
8 5864284-4.140.806
%37.741.618.22.6-
43 576724514.130.847
%37.043.515.63.20.6
19 635429714.110.918
%40.935.118.84.50.6
22 507525314.100.799
%32.548.716.21.90.6
9 585633614.060.9010
%37.736.421.43.90.6
40 575928824.050.9411
%37.038.318.25.21.3
32 526333334.030.9012
%33.840.921.41.91.9
24 545538524.000.9213
%35.135.724.73.21.3
: (4-1)
%
4 457425823.990.8914
%29.248.116.25.21.3
35 5063291023.970.9515
%32.540.918.86.51.3
45 515835823.960.9416
%33.137.722.75.21.3
29 417134623.930.8717
%26.646.122.13.91.3
25 4561371013.900.9218
%29.239.624.06.50.6
5 446434933.890.9519
%28.641.622.15.81.9
34 436534843.880.9720
%27.942.222.15.22.6
41 386937913.870.8821
%24.744.824.05.80.6
31 4164371023.860.9322
%26.641.624.06.51.3
: (4-1)
%
33 366449233.830.8723
%23.441.631.81.31.9
21 3765381313.810.9224
%24.042.224.78.40.6
23 4253451223.790.9825
%27.334.429.27.81.3
15 4060361443.771.0226
%26.039.023.49.12.6
16 3663361633.731.0027
%23.440.923.410.41.9
6 37485415-3.690.9528
%24.031.235.19.7-
18 " "3262431523.690.9529
%20.840.327.99.71.3
44 3559391743.681.0330
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39 3754392313.671.0231
%24.035.125.314.90.6
: (4-1)
%
42 3653431933.651.0332
%23.434.427.912.31.9
11 3059481253.630.9933
%19.538.331.27.83.2
38 3252491923.600.9934
%20.833.831.812.31.3
7 2758531333.600.9435
%17.537.734.48.41.9
17 2360551153.550.9436
%14.939.035.77.13.2
13 2261451973.471.0337
%14.339.629.212.34.5
26 2060521573.460.9938
%13.039.033.89.74.5
37 2442632143.400.9939
%15.627.340.913.62.6
28 18535220113.311.0740
%11.734.433.813.07.1
: (4-1)
%
14 2249443093.291.1141
%14.331.828.619.55.8
27 18324541182.941.1942
%11.720.829.226.611.7
20 14353936302.791.2543
%9.122.725.323.419.5
3 13205351172.751.0944
%8.413.034.433.111.0
12 15263048352.611.2845
%9.716.919.531.222.7
3.760.64
() (3.76 5.00) ( 3.41 4.20) ( 1426/2007) ( 1427/1428) ( 1424 ) (
1425) . () () (2.60 4.51) ( / ) () () (10 1 30) :1. (10) " " (4.51
5) .2. (1) " " (4.48 5) .3. (30) " " (4.31 5) . ( 2 368 43 19 22 9
40 32 24 4 35 45 29 25 5 34 41 31 33 21 23 15 16 6 18 44 39 42 11
38 7 17 13 26) (4.18 - 3.46) (2) " " (4.18) (26) " " (3.46) . ()
(37 28 14 27 20 3 12) :1. (37) " " (3.40 5) .2. (28) " " (3.31 5) -
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5) .6. (3) " " (2.75 5) . 7. (12) " " (2.61 5) . .4-3 " () " () ()
(4-2) . (4-2)
3.830.6405
3.700.7419
2.710.98012
3.710.7568
3.730.7377
3.810.7026
3.870.7013
3.860.7214
3.680.79810
4.030.6571
3.680.77011
4.030.7902
() (4.03) (4.03) (3.87) (3.86) (3.83) (3.83) (3.73) (3.71)
(3.70) () (3.68) (3.68) (2.71) ( 1428/2007) ( 1416/1996) ( 1425) (
1427/1428) " " ( 1425/2005) ( 1427/ 1428) " " " " " " . :1- :-
(4-3)
%
10 895411--4.510.631
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1 875413--4.480.652
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36 606818714.160.853
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27 18324541182.941.194
%11.720.829.226.611.7
3.830.640
() (3.83 5.00) ( 3.41 4.20) ( 1424/2003) . () (2.94 4.51) ( / )
(10 1) :1. (10) " " (4.51 5) .2. (1) " " (4.48 5) . (36) " " (4.16
5) . (27) " " (2.94 5) : . (10 1 36) (0.63 0.65 0.85) () . (27)
(1.19) (1) . : . . 2- :- (4-4)
%
2 586924214.180.781
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11 3059481253.630.992
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28 18535220113.311.073
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3.700.741
() (3.70 5.00) ( 3.41 4.20) . () (3.31 4.18) ( / ) (2 11) :1.
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:- (4-5)
%
20 14353936302.791.251
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3 13205351172.751.092
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12 15263048352.611.283
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2.710.98
() (2.70 5.00) ( 2.61 3.40) () ( 1425) . () (2.61 2.79) ( ) (20
3 12) :1. (20) " " (2.79 5) . 2. (3) " " (2.75 5) . 3. (12) " "
(2.61 5) . (20 3 12) (1.25 1.09 1.28) () () . 4- :- (4-6)
%
29 417134623.930.871
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21 3765381313.810.922
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37 2442632143.400.993
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3.710.756
() (3.71 5.00) ( 3.41 4.20) . () (3.40 3.93) ( / ) (29 21) :1.
(29) " " (3.93 5) . (21) " " (3.81 5) . (37) " " (3.40 5) .
(1420/1999) . (29 21 37) (0.87 0.92 0.99) () . 5- :- (4-7)
%
22 507525314.100.791
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38 3252491923.600.992
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13 2261451973.471.033
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3.730.737
() (3.73 5.00) ( 3.41 4.20) . () (3.47 4.10) () (22 38 13) :1.
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%
30 755816414.310.811
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4 457425823.990.892
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39 3754392313.671.023
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14 2249443093.291.114
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3.810.702
() (3.81 5.00) ( 3.41 4.20) . () (3.29 4.31) ( / ) (30) " "
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%
40 575928824.050.941
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5 446434933.890.952
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31 4164371023.860.933
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23 4253451223.790.984
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15 4060361443.771.025
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3.870.701
() (3.87 5.00) ( 3.41 4.20) ( 1427/ 1428) " " . () (3.77 4.05)
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(15) (1.02) (1) . . 8- :-
(4-10)
%
32 526333334.030.901
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24 545538524.000.922
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41 386937913.870.883
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16 3663361633.731.004
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6 37485415-3.690.955
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3.860.721
() (3.86 5.00) ( 3.41 4.20) ( 1427/ 1428) " " . () (3.69 4.03)
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24 41 16 6) (0.90 0.92 0.88 1.00 0.95) () .9- :- (4-11)
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() . () . : : . : 38. (2001). ( ). : . ( 1424/2003). . . - . .
(2003). . : . (1416/ 1996). . : 8,1 3-23. ( 1427/1428). . . - . . ,
(2006). . : . (1429). . : . (2004). ( ). : . (1427/ 2006). .,: . (
2008). . : . (1420 ). ( ).4.: . (2007). . . . . : (1412). . .
(1426). . : . (1425/ 2004). ( ). . : . (1426/1427). . . - . .
(1428/ 2007). . . . . (1425). . . . . (1426/1427). . . - . .
(1411). .2. . (1422/ 1423). . . - . . (1412). . : 5,4 99-117.
(1426/2005). . . - . . (1424/ 2003). ( - - ). : . (2005). ( ).: .
(2001). ( ).: . (1428/2008). .: . (1429/2008). ( ). : . (2006). . ,
: . (1427). . : . (2008). .4. : . (1425). . . . . (1425/2005). . .
- . (1420/1999). . . . (1426/1427). . . . (2003). ( ). 4.: . (1420/
2000). . : . (1423). . : . (2006). . : . ( 1427). . . - . . (1424).
. . . , . (1427/ 1428). . . . . (2004). . , : . (1419). . . . .
(1412). : . 74 7-38. (1416). ( ). . : ( ). (1430) . (1419). . .
(1420). . 39,3 493-517.: : Bonnell,Victoria; Hunt,Lynn (1999).
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The Abstract of the studyUniversity: Imam Mohammed Ibn Saud
Islamic university - Riyadh.
College: College of Social Sciences Education dept. (major in
Administration and Educational planning).Researcher name: Abeer
Abdulaziz Saud AlMuqbil.Supervisor name: Abdulaziz Sulaiman
AlDuwaish.Academic year: 1430/1431H
Study Address: Available Organizational Culture in the Offices
of Education (Girls) in Riyadh City.
Study Objectives:
The study aimed at identifying the level of prevailing
organizational culture in the Offices of Education (Girls) in
Riyadh City. In addition to identifying the prevailing values that
form this culture and determining the differences with statistic
meaning among the opinions of the study sample towards the culture
level and if these values are related with the study variables
(Qualification Experience period in the education offices).
Moreover, attaining the key recommendations and suggestions that
help the officials in the Education Establishments to benefit from
the study results to develop and improve the work environment in
these offices.
Study Method, Society, Sample, and tool:
The researcher used the descriptive method with its surveying
style. The study society included the educational supervisors and
the study was applied in the first semester of the academic year
1430/1431 H on a study sample of 154 educational supervisors. The
researcher depended on the questionnaire as a tool to collect the
required information.
Key results of the study:
The study found the following results:
1- The individuals of the study sample agreed on the prevailing
organizational culture in the Offices of Education (Girls) in
Riyadh City with general mean 3.76 /5 and this means that the level
of organizational culture in these offices is high.
2- The prevailing values that form the organizational culture in
the Offices of Education (Girls) in Riyadh City came on the
following descending order based on the mean values: Defense and
Exploiting the Opportunities, Justice, Team Work, Strength,
Economy, Sufficiency, Efficiency, Elite, Law, System, Competition
and at last Reward as the lowest value.
3- There are no differences with statistic meaning at the level
0.05 or less among the trends of study sample individuals around
the level of organizational culture with varying the educational
qualification in the Education Offices (girls).
4- There are no differences with statistic meaning at the level
0.05 or less among the trends of study sample individuals around
the level of organizational culture with varying the experience
period in the Education Offices (girls).
The key Recommendations of the Study:
It is necessary to increase the knowledge of the educational
supervisors in the prevailing organizational culture in general in
the Education Offices and illustrating the organizational culture
that helps in work achievement and performance efficiency.
It is necessary to put suitable policies and rules for the
rewarding system to distinct educational supervisors at the end of
every academic year. In addition to linking the rewarding system
with the level of work performance, efficiency, innovation, and
creativity for motive and developed performance.
The managements of the Education Offices should apply the
evaluation policy correctly in order to measure the staff
performance via giving the educational supervisors a report about
the performance in regular periodical way in order to enhance
positive skills and eliminate gaps during their works and job
tasks. The managements of Education Offices (girls) should
encourage the change and comply with the progress and development
in the world at the educational institutions.
The managements of Education Offices with close coordination and
planning of the higher institutions should give the educational
supervisors and other employees in the offices real chances to
develop their future career paths via training and development in
their fields. This will return on the Education Offices and the
educational institutions that follow them with much benefits and
improvements.
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