Assessing the predictive strengths of school organizations and organizational cultures in interdependent happiness of the secondary school teachers

Pages: 1093-1101
Ritu Raj, Gyanesh Kumar Tiwari, and Pramod Kumar Rai (Department of Psychology, School of Humanities & Social Sciences, Dr. Harisingh Gour Vishwavidyalaya, Sagar, Madhya Pradesh)

The study examined the interdependent happiness of senior secondary school teachers of various management setups with different organizational cultures. Employing a correlational design, 118 males (Mage = 45.86, SDage= 10.71) and 120 females (Mage= 43.24, SDage = 9.79) were chosen by a convenient sampling. The findings of the study showed gender and school type differences in the achievement of scores on the clan, adhocracy, market and hierarchy cultures as well as interdependent happiness. There was a positive correlation between the scores of the clan culture and interdependent happiness of the school teachers run by central government while negative correlations were observed between these scores of teachers working instate run and private school organizations. The negative correlations were also recorded between adhocracy and interdependent happiness of central govt. and private organization teachers whereas a positive correlation was observed between these scores for provincial school teachers. The negative correlations were found between market culture and interdependent happiness of central and provincial school teachers. The negative correlations were also reported between hierarchy and interdependent happiness of central and private school teachers whereas a small positive correlation was recorded between these scores for provincial school teachers. The findings showed that gender, central school type and clan organizational culture contributed significant variance to the interdependent happiness of the male and female teachers. In essence, gender, central government type school organization and clan organizational culture emerged as significant predictors for interdependent happiness. The conclusions of the study may have significant implications for researchers, educationists and policymakers.